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Collaborative Learning in an Information Literacy Course: The Impact of Online Versus Face-to-face Instruction on Social Metacognitive Awareness

Rapchak, ME (2018) Collaborative Learning in an Information Literacy Course: The Impact of Online Versus Face-to-face Instruction on Social Metacognitive Awareness. Journal of Academic Librarianship, 44 (3). 383 - 390. ISSN 0099-1333

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Abstract

© 2018 Elsevier Inc. Metacognition and social metacognition play important roles in information literacy, online learning, and collaborative learning. This study examines how students rated themselves in both metacognitive and social metacognitive awareness after a collaborative project in an information literacy course offered face-to-face and online. Students in the face-to-face version of the course rated themselves as having higher social metacognitive awareness, though metacognitive awareness scores were similar. Because of this finding, this article makes recommendations for improving collaboration online for information literacy instruction.


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Details

Item Type: Article
Status: Published
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Rapchak, MEMRAPCHAK@pitt.eduMRAPCHAK0000-0002-4517-6283
Date: 1 May 2018
Date Type: Publication
Journal or Publication Title: Journal of Academic Librarianship
Volume: 44
Number: 3
Page Range: 383 - 390
DOI or Unique Handle: 10.1016/j.acalib.2018.03.003
Schools and Programs: School of Computing and Information > Information Science
Refereed: Yes
ISSN: 0099-1333
Date Deposited: 19 Jul 2019 15:49
Last Modified: 19 Jul 2019 15:55
URI: http://d-scholarship.pitt.edu/id/eprint/37141

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