Evaluating Online Metacognition Tools and Strategies for Their Use

该项目继续努力，利用掌上电脑和笔记本电脑，在大型讲座式的调查科学课堂上，将对有效教师的理解扩大到学生和学生的对等话语。这是通过在两所学生人口统计特征非常不同的机构的两个不同的本科课程中进行应用实验来实现的。课程包括“极端天气”和“计算机辅助设计”。实验测量了课堂时间内不同强度的对等互动和教师对等互动的效果，以及不同程度的要求学生参与与其学习结果相关的元认知练习的效果。这对于提高教师使用个人反应系统的有效性具有广泛的意义。计划中的实验是最先进的，并建立在先前研究的坚实基础上。

This project continues efforts to expand understanding of effective instructor to student and student peer to peer discourse in large lecture-style survey science classes using Pocket PCs and laptops. This is being done by conducting applied experiments in two different undergraduate courses in two institutions with very different student demographic profiles. The courses are "extreme weather" and "computer-aided design." The experiments are measuring the effect of varying intensities of peer to peer and instructor to peer interactions during class time, and also of different degrees of requiring students to engage in meta-cognitive exercises related to their learning outcomes. This has broad implications for improving the effectiveness of instructor use of personal response systems. The planned experiments are state of the art and build on a solid base of prior research.