Coaching Metacognition

Directions in Educational Research


Link to presentation

Coaching Metacognition:
A comparative Study of Quantitative & Qualitative
Longitudinal Action Research Case Studies

Hussin, Dept of Curriculum & Instructional Technology, University of Malaya
Felder, Department of Chemical Engineering, North Carolina State University
Brent, Education Designs Inc. Cary, North Carolina

This paper discusses “Coaching” as a method to nurture Metacognitive Learning. Differentiated from “Teaching”, “Mentoring”, or “Training”, the methodology of “Coaching Metacognition” focuses on self-evaluation as a primary motivator towards self-actualization. Two unrelated longitudinal case studies, one quantitative and the other qualitative are presented as a parallel study. The first was a study on chemical engineering undergraduate students by Felder and the second by Hussin, was a series of studies on a variety of learners, ranging from creative-design based undergraduate and graduate students in architecture, mass communication, multimedia and education, to working professional adults in the corporate and business world. In all cases, the research focus in this parallel study is the long-term effects of metacognitive coaching. The period of “experiment treatment” varied from case to case, providing a spectrum of longitudinal observations. The long-term performance outcome was measured through a variety of modes, including self-perception, peer-evaluation, and contemporary contextual-norms. This paper proposes possible maximization of both quantitative and qualitative methods in action research with new affordances made possible by new technologies.

Key words:
Coaching, Metacognition, Technology

Creative Commons License
Coaching Metacognition by Roz Hussin @ FHussin is licensed under a Creative Commons Attribution 3.0 Unported License.

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