eClass 게시판을 이용한 온라인 노트작성이 예비유아교사의 메타인지에 미치는 영향 = The effects of posting online notes onto an eClass personal blog on metacognition of pre-service early childhood teachers

다국어 초록 (Multilingual Abstract)

As a teaching and learning tool, course management systems have been widely used in face-to-face instruction as well as online and hybrid instruction combining the two. The purpose of this study was to examine how the use of a personal project bulletin board for a course in eClass, a course management system, as a learning tool to post online weekly notes influenced learner`s metacognition. This study also aimed to investigate the relationship among learners` metacognition(3 subcomponents of metacognitive knowledge and 5 subcomponents of metacognitive regulation), achievement, and activity in posting notes. One hundred and sixteen students majoring in Early Childhood Education participated in this study. Participants had posted weekly online notes on each topic of instruction onto a personal project board for a course (similar to a blog) throughout the semester. They completed the Metacognitive Awareness Inventory (MAI) on both the first week and last week of the course. A pre-post pre-experimental design was used for this study and a Paired Sample t test was conducted for the data analysis. The significance level was set to .05. The findings indicated that weekly online notetaking utilizing a personal posting board as a learning tool helps learners significantly improve their metacognition (knowledge of cognition and regulation of cognition). Students` frequency in posing online notes and revisiting them were significantly correlated with planning, evaluation, and achievement score. Achievement score was also significantly correlated with metacognitive declarative knowledge and information management. Future studies should focus on the metacognitive practices of college students and provide not only theoretical prescriptions but also practical guidelines on teaching and learning strategies that may improve students` metacognition.

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