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

This 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.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Curriculum and Instruction

Department dc:contributor.department

Education, Vocational-Technical

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2019

Author dc:creator

• Zhang, Qing

Chair dc:contributor.committeechair

• Lockee, Barbara B.

Committee members dc:contributor.committeemember

• Ogle, J. Todd
• Potter, Kenneth R.
• Johnson, Alicia Leinaala

• interactive design
• metacognitive scaffolds
• ill-structured problem-solving
• Type II design and development research

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en

Dc Identifier Other

vt_gsexam:23137

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/103549