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Examining Interactive and Metacognitive Processes in Student Learning: Findings from a Hybrid Instructional Environment

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Meyers, Shelly; Feeney, Linda D. – Online Learning, 2016

This study examines the interaction behaviors and metacognitive behaviors of graduate students in the online portion of a flipped classroom. For their time outside the face to face classroom, students were given the choice of two online methods for their interactions--synchronous verbal discussions and asynchronous written discussions. Students…

Descriptors: Metacognition, Cognitive Processes, Online Courses, Student Behavior