Akademik Veri Yönetim Sistemi
5 th International Conference on Educational Technology and Online Learning, Balıkesir, Türkiye, 26 - 29 Ağustos 2025, ss.213, (Özet Bildiri)
The purpose of this study is to propose a reliable and valid measurement tool to examine shared-metacognition (SM) utterances beside other cognitive, social, and teaching presencerelated utterances, which are the three components of Community of Inquiry (CoI) framework. The CoI theoretical framework provides the context to both operationally and conceptually define cognition and metacognition. The SM construct serves as another essential aspect in this study, exhibiting variations in conceptualization, encompassing terms such as social metacognition, socially shared metacognitive regulation, and socially shared metacognition. However, the underlying components of this construct remain ambiguously defined. The existing attempts to code shared metacognition have limitations, primarily due to the absence of a comprehensive perspective. Consequently, there is a need for a holistic approach to develop a validated instrument that can encompass the full range of SM within such environments. To address this gap, a coding scheme was constructed based on a systematic literature review to enhance the validity of the measurement tool. The search was done through peer-reviewed journals from 1979 to 2024, and English was defined as a language limiter. The review was done by using EBSCOhost Research Platform since including a variety of content providers, and based on limiter options on date, language, phrase, subject and source type. The developed coding instrument includes four layers, main categorization, socially shared metacognitive regulation, level of regulation, and function of regulation. At the first layer, the main categorization is constructed based on the dimension of the CoI. The episodes of students would be metacognitive as well cognitive, teaching, social presence or off-task. At the second layer, metacognitive regulation statements sorted from the utterances at the first layer can be coded into sub-dimensions of the metacognitive regulation skills for a deeper specification. The SM skills as orientation, planning, monitoring, evaluation and reflection are determined as the second level of coding scheme. At the third layer, levels of shared metacognition are categorized as team/group related or task related. Considering the intra-personal nature of the SM, all the phases of shared metacognitive regulation skills can be specified under task and team regulation sub-categories. At the fourth step, the direction/function of shared metacognitive skills are considered. The function of the statement should be decided by considering the flow of the collaboration. To conclude, this study presents a systematic coding scheme for analyzing the shared-metacognition construct in online collaborative learning environments.