Framework to Facilitate Metacognitive Strategy Development in Computer-mediated Instruction: A Design and Development Study

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dc.contributor.authorZhang, Qingen
dc.contributor.committeechairLockee, Barbara B.en
dc.contributor.committeememberOgle, J. Todden
dc.contributor.committeememberPotter, Kenneth R.en
dc.contributor.committeememberJohnson, Alicia Leinaalaen
dc.contributor.departmentEducation, Vocational-Technicalen
dc.date.accessioned2021-05-30T06:00:21Zen
dc.date.available2021-05-30T06:00:21Zen
dc.date.issued2019-12-06en
dc.description.abstractThis study develops a computer-based interactive content design framework to guide the design of metacognitive scaffolds in ill-structured problem-solving instruction. It adopts Type II design and development research approach to create a comprehensive and generalizable instructional design framework. The framework was composed by synthesizing research and practical literature, and then evaluated by experts in related fields. The completed framework includes metacognitive strategies, instructional design strategies, interactive media types, question prompts, and feedback. Instructional designers, instructors, and other key stakeholders could follow the guidelines proposed in this framework to create metacognitive-based ill-structured problem-solving instruction using e-Learning authoring tools. On one hand, this study bridges the gap between theory and practice; on the other hand, it adds to literature in media research with focusing on utilizing various media types to create effective learning materials.en
dc.description.abstractgeneralThis study aims to develop an interactive content design framework to guide the design of metacognitive scaffolds in ill-structured problem-solving instruction. It applies the Type II design and development research method. The framework was proposed by synthesizing pertinent literature, and then evaluated by experts in related fields. The completed framework includes metacognitive strategies, instructional design strategies, interactive media types, question prompts, and feedback. Instructional designers, instructors, and other key stakeholders could follow the guidelines to create computer-mediated instruction using e-Learning authoring tools. On one hand, this study bridges the gap between theory and practice; on the other hand, it adds to literature in media research with implementing various media types to create effective learning materials.en
dc.description.degreeDoctor of Philosophyen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:23137en
dc.identifier.urihttp://hdl.handle.net/10919/103549en
dc.language.isoenen
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectinteractive designen
dc.subjectmetacognitive scaffoldsen
dc.subjectill-structured problem-solvingen
dc.subjectType II design and development researchen
dc.titleFramework to Facilitate Metacognitive Strategy Development in Computer-mediated Instruction: A Design and Development Studyen
dc.typeDissertationen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Philosophyen

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