Investigating Metacognitive Behaviors with Online Learning Support Tools

As information technology advanced, accuracy of technology-driven assessment is being improved. In order to assess learning performance and awareness, assessment of metacognition level with technology can be useful to understand learner’s learning comprehension and awareness. Metacognition is one of the most important elements for successful learning. However, current way to evaluate metacognition level focuses on psychological method such as questionnaire and interview. The recent growth of learning analytics research has demonstrated the relationships between metacognition, learning awareness, and learning behaviors. This study aims to investigate metacognitive learning behaviors using small grain data on eBook and learning analytics dashboard (LAD) over eight weeks in a university course. To do so, we determined high and low metacognitive learner groups using the Metacognitive Awareness Inventory and investigated the differences between the two groups in eBook and LAD. The findings suggest that four learning behaviors eBook and LAD were detected as metacognitive learning behaviors, and contribute to the improvement of technology-driven assessment.