Influencing Metacognition Through Computer-Supported Collaborative Learning: Lessons Learned From a Faculty Learning Community
Abstract
Over an academic year, five faculty and one staff member from diverse disciplines at Boise State University formed a faculty
learning community (FLC). Meeting in-person twice a month, the community members worked to complete scholarly group and individual learning projects. Metacognition emerged as a theme and goal for collaborative computer-supported learning activities. They developed a model that fostered metacognition within the FLC as well as in student-focused learning projects. Overall, the projects illustrate the model and how faculty can influence metacognition though computer-supported collaborative learning. Specific applications and suggestions to promote learning are included.
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