Metacognition Modules: A Scaffolded Series of Online Assignments Designed to Improve Students’ Study Skills

Many first-year biology students begin college with high aspirations but limited skills in terms of those needed for their success. Teachers are increasingly focused on students’ lack of metacognitive awareness combined with students’ inability to self-regulate learning behaviors. To address this ne...

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Autores principales:	Jean A. Cardinale, Bethany C. Johnson
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2017
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/567c8cf870094c079d6c98796eb67c92
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spelling	oai:doaj.org-article:567c8cf870094c079d6c98796eb67c922021-11-15T15:04:11ZMetacognition Modules: A Scaffolded Series of Online Assignments Designed to Improve Students’ Study Skills10.1128/jmbe.v18i1.12121935-78851935-7877https://doaj.org/article/567c8cf870094c079d6c98796eb67c922017-04-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v18i1.1212https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Many first-year biology students begin college with high aspirations but limited skills in terms of those needed for their success. Teachers are increasingly focused on students’ lack of metacognitive awareness combined with students’ inability to self-regulate learning behaviors. To address this need, we have designed a series of out-of-class assignments to provide explicit instruction on memory and learning. Our metacognition modules consist of six video assignments with reflective journaling prompts, allowing students to explore the relationship between the learning cycle, neuroplasticity, memory function, expert and novice thinking, and effective study strategies. By setting lessons on improving study behavior within a biological context, we help students grasp the reason for changing their behavior based on an understanding of biological functions and their application to learning. Students who complete these scaffolded journaling assignments show a shift toward a growth mindset and a consistent ability to evaluate the efficacy of their own study behaviors. In this article, we discuss the modules and student assignments, as well as provide in depth support for faculty who wish to adopt the modules for their own courses.Jean A. CardinaleBethany C. JohnsonAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 18, Iss 1 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Jean A. Cardinale Bethany C. Johnson Metacognition Modules: A Scaffolded Series of Online Assignments Designed to Improve Students’ Study Skills
description	Many first-year biology students begin college with high aspirations but limited skills in terms of those needed for their success. Teachers are increasingly focused on students’ lack of metacognitive awareness combined with students’ inability to self-regulate learning behaviors. To address this need, we have designed a series of out-of-class assignments to provide explicit instruction on memory and learning. Our metacognition modules consist of six video assignments with reflective journaling prompts, allowing students to explore the relationship between the learning cycle, neuroplasticity, memory function, expert and novice thinking, and effective study strategies. By setting lessons on improving study behavior within a biological context, we help students grasp the reason for changing their behavior based on an understanding of biological functions and their application to learning. Students who complete these scaffolded journaling assignments show a shift toward a growth mindset and a consistent ability to evaluate the efficacy of their own study behaviors. In this article, we discuss the modules and student assignments, as well as provide in depth support for faculty who wish to adopt the modules for their own courses.
format	article
author	Jean A. Cardinale Bethany C. Johnson
author_facet	Jean A. Cardinale Bethany C. Johnson
author_sort	Jean A. Cardinale
title	Metacognition Modules: A Scaffolded Series of Online Assignments Designed to Improve Students’ Study Skills
title_short	Metacognition Modules: A Scaffolded Series of Online Assignments Designed to Improve Students’ Study Skills
title_full	Metacognition Modules: A Scaffolded Series of Online Assignments Designed to Improve Students’ Study Skills
title_fullStr	Metacognition Modules: A Scaffolded Series of Online Assignments Designed to Improve Students’ Study Skills
title_full_unstemmed	Metacognition Modules: A Scaffolded Series of Online Assignments Designed to Improve Students’ Study Skills
title_sort	metacognition modules: a scaffolded series of online assignments designed to improve students’ study skills
publisher	American Society for Microbiology
publishDate	2017
url	https://doaj.org/article/567c8cf870094c079d6c98796eb67c92
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Metacognition Modules: A Scaffolded Series of Online Assignments Designed to Improve Students’ Study Skills

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