Using metacognition to promote active learning in large business management classes

ABSTRACT

Using active learning methodologies with large classes in higher education is a complex task. Lecturers often lack the tools they need to guide their students, while also taking into consideration their individual needs. This study proposes an expandable strategy for introducing active learning following a metacognitive approach involving problem-based learning and anonymous peer assessment. The approach was implemented over two sessions as part of a 16-week business management class taken by 223 students. The results reveal that students were able to develop both their management and critical thinking skills at the same time. The main contributions of this paper are: 1) a metacognitive approach, where students discovered their own knowledge gaps and developed their critical thinking skills, and 2) an active learning approach suitable for large classes, where students received teacher guidance and individualised feedback from their peers.

KEYWORDS:

• Active learning
• problem-based learning
• metacognitive approach

Acknowledgments

We are grateful for the support received from FONDECYT project 1180024, as well as the financial support received from CONICYT grant 2018- 21181986 for doctoral studies.

Disclosure statement

No potential conflict of interest was reported by the authors.

Supplementary material

Supplemental data for this article can be accessed here.

Additional information

Funding

This work was supported by the Fondo Nacional de Desarrollo Científico y Tecnológico [1180024]; Fondo de Fomento al Desarrollo Científico y Tecnológico [2018- 21181986].

Notes on contributors

María Fernanda Rodríguez

María Fernanda Rodríguezis a PhD (c) in Engineering Sciences with a mention in Educational Informatics of the School of Engineering of the Universidad Católica de Chile. Researcher on: blended learning, online learning and 21st century skills. She is an experienced professional in instructional design of massive online courses (MOOC); management of LMS (learning management system); and pedagogical advice.

Miguel Nussbaum

Miguel Nussbaum is a full professor for Computer Science at the School of Engineering of the Universidad Católica de Chile. Has won the Innovation in Education Prize of Chile for his work in education, and was member of the board of the Chilean Agency for the Quality of Education. Is Co-editor of Computers & Education. He has a MOOC in Coursera on The Constructivist Classroom, in Spanish, with more than 70.000 learners.

Julio Pertuzé

Julio Pertuzé holds a PhD in Engineering Systems from MIT, and is an assistant professor at the Industrial and Engineering Systems Department of the School of Engineering, Universidad Católica de Chile. He won the University Distinguished Teaching award (2017) and has a MOOC in Coursera on the Management of Effective Organizations, in Spanish, with more than 55.000 learners. He was board member of the National Science and Technology Agency (Conicyt), and currently serves as Undersecretary of Economy of Chile.

Carlos Avila

Carlos Avila is a Civil Engineer and Master of Science in Engineering, Pontificia Universidad Católica de Chile. Future Advisor at the Cabinet of the Minister of Science, Technology, Knowledge and Innovation, Chile. He is currently the Coordinator of Chile’s National Artificial Intelligence Policy. Teacher Assistant of various courses related to Management, Innovation and Entrepreneurship, at undergraduate and graduate level.

Joaquin Caceres

Joaquin Caceres is an Industrial engineering student with a degree in computer science at the Pontificia Universidad Católica de Chile, with a major in software engineering and minor in industrial engineering.

Tomas Valenzuela

Tomas Valenzuela is an Industrial engineering student with a degree in computer science at the Pontificia Universidad Católica de Chile, with a major in software engineering and minor in industrial engineering.

Bastián Ceppi

Bastian Ceppi is a graduated student in Computer Science at Pontificia Universidad Católica de Chile. During his studies he developed a platform for peer review used by more than 2000 students in 5 courses. Now he’s an entrepreneur working as the CTO and Product Engineer of his second startup.