Using PenzuTM for academic online diaries to enhance metacognitive skills in Higher Education
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comunitat-uji-handle2:10234/8015
comunitat-uji-handle3:10234/146108
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INVESTIGACIONMetadatos
Título
Using PenzuTM for academic online diaries to enhance metacognitive skills in Higher EducationAutoría
Fecha de publicación
2020Editor
EUROCALLCita bibliográfica
Bort-Mir, L. (2021). Using PenzuTM for Academic Online Diaries to Enhance Metacognitive Skills in Higher Education. The EuroCALL Review, 28(2), 50-63. https://doi.org/10.4995/eurocall.2020.12756Tipo de documento
info:eu-repo/semantics/conferenceObjectVersión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
Metacognition can be considered as knowledge about one's own cognitive activities and
their regulation during learning processes (Flavell, 1979). Students are, then, involved in
metacognitive mental activities when ... [+]
Metacognition can be considered as knowledge about one's own cognitive activities and
their regulation during learning processes (Flavell, 1979). Students are, then, involved in
metacognitive mental activities when they think about what they have learned, how they
have learned it, or how they can relate it to their personal experiences, among other
things. Based on this, students who develop these skills should show more appropriate
strategies to know what they need to find out or do while learning. Therefore,
understanding and controlling these cognitive processes may be one of the most essential
skills that teachers should encourage at all academic levels (Anderson, 2002).
The Guided Learning Diary (GLD, Bort-Mir, 2016) was developed as a learning diary with
several aims: (i) defining the general and specific objectives of the content to be taught,
(ii) developing the students’ metacognitive skills through strategic questions, and (iii)
promoting the development of important competences such as self-criticism, autonomous
learning, self-evaluation and capacity for improvement. The GLD also allows a selfevaluation process for teachers, thus facilitating the supervision and improvement both
of the contents of the course and the didactic methodology. This tool was developed and
applied within the Theatre in English subject at Universitat Jaume I, embedded in the
third course of the English Studies Degree, and the students’ results were significantly
higher than those of previous years (Bort-Mir & Silvestre-López, 2017).
The present research proposes a technological turn in the application of the GLD with the
use of the open-source tool PenzuTM. The creation of academic online diaries with this
tool may improve students’ motivation while promoting meaningful and self-regulated
learning in Higher Education environments, thus helping students reach academic
success. PenzuTM allows this investigation to widen the scope of the GLD to the general
public. [-]
Descripción
Ponencia presentada en : The EuroCALL Review
Volume 28, No. 2, 2020, 50-63
ISSN: 1695-2618
Publicado en
The EuroCALL Review Volume 28, No. 2, 2020, ISSN: 1695-2618Derechos de acceso
info:eu-repo/semantics/openAccess