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Metalearning capacity and threshold concept engagement.

Ward, S.C.; Meyer, J.H.F.

Authors

J.H.F. Meyer



Abstract

This study aims to further our understanding of metalearning activity through the analysis of qualitative data gathered from 370 first-year microeconomics students in three UK universities. The students were asked to produce undirected reflective essays in response to a personal 'learning profile' generated before, and after, the teaching of a threshold concept. The purpose was to compare the capacity and/or inclination of students studying threshold concepts to write about their learning in a manner that conveys an understanding of the self, and sense of control, in the associated process. Findings are first, that as a posited benefit of the metalearning experience a majority of students demonstrate an increased level of control over their learning of threshold concepts, and second that the metalearning activity may provide the basis for study support intervention, tailored to the individual student's needs as identified in their self-reported learning profile and reflective essay.

Citation

Ward, S., & Meyer, J. (2010). Metalearning capacity and threshold concept engagement. Innovations in Education and Teaching International, 47(4), 369-378. https://doi.org/10.1080/14703297.2010.518429

Journal Article Type Article
Publication Date 2010
Deposit Date Nov 11, 2010
Journal Innovations in Education and Teaching International
Print ISSN 1470-3297
Electronic ISSN 1470-3300
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 47
Issue 4
Pages 369-378
DOI https://doi.org/10.1080/14703297.2010.518429
Keywords metalearning; threshold concepts; reflective essays; study support