Elementary teachers’ cognitive processes and metacognitive strategies during self-directed online learning

ABSTRACT

This study involves an in-depth examination of Canadian elementary teachers’ cognitive processes and metacognitive strategies they used during a self-directed online learning experience. The virtual revisit think aloud, a methodology that combines a retrospective procedure with screen recording technology, was used to capture verbalisations from 13 elementary teachers as they used an online database. Resulting think aloud protocols and post-task interviews were analysed using qualitative methods. An inductive approach to analysis led to six themes related to the types of cognitive processes and metacognitive strategies teachers use during self-directed online learning: connecting to practice, tweaking and adapting, narrowing the focus, skimming through, reading for depth, and source credibility. The teachers in this study demonstrated a non-linear iterative process in which they continuously planned, monitored, and evaluated their learning during the self-directed online learning experience. Implications for teacher learning and research are discussed.

KEYWORDS:

• Self-directed learning
• teacher professional learning
• cognitive processes
• metacognitive strategies
• elementary teachers

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Social Sciences and Humanities Research Council of Canada [430-2017-00102].

Notes on contributors

Pamela Beach

Pamela Beach, is currently an Assistant Professor in Language and Literacy at the Faculty of Education at Queen’s University. Her background as an elementary teacher has influenced her research which centers on teacher cognition and learning.

Gail Henderson

Gail Henderson, is currently an Associate Professor at the Faculty of Law at Queen's University. Her research interests include corporate law, corporate governance, corporate social responsibility, securities regulation and the regulation of financial institutions.

Jen McConnel

Jen McConnel, is currently an Assistant Professor of English Education at Longwood University. A long-time educator, she specializes in writing pedagogy and teacher professional development.