The enactment of metalearning capacity: using drama to help raise students' awareness of the self as learner

Ward, S. C., Connolly, R. and Meyer, J. H. F. (2013) The enactment of metalearning capacity: using drama to help raise students' awareness of the self as learner. Innovations in Education and Teaching International, 50 1: 14-24. doi:10.1080/14703297.2012.746517


Author Ward, S. C.
Connolly, R.
Meyer, J. H. F.
Title The enactment of metalearning capacity: using drama to help raise students' awareness of the self as learner
Journal name Innovations in Education and Teaching International   Check publisher's open access policy
ISSN 1470-3297
1470-3300
Publication date 2013
Year available 2012
Sub-type Article (original research)
DOI 10.1080/14703297.2012.746517
Open Access Status
Volume 50
Issue 1
Start page 14
End page 24
Total pages 11
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Collection year 2014
Language eng
Formatted abstract
This paper reports on a study that investigated understanding of learning amongst a cohort of students entering higher education by engaging them, via drama-based activities, with the process of their own learning (metalearning). The study combined Meyer’s (2004) Reflections on Learning Inventory (RoLI) and Performance Based Research (PBR) in order to raise students’ awareness of the self as learner and encourage them to become researchers into their own learning. The aim was to discover how the cultivation of students’ understanding of their own learning might aid them in developing learning strategies suited to the demands of undergraduate study and to help formulate study support mechanisms to enhance students’ learning experience. Findings are: (1) that the metalearning activities stimulated students to interrogate and move beyond previously unconscious approaches to learning and (2) the metalearning activities enabled educators to understand how they might facilitate students’ development as independent learners.
Keyword Metalearning
Reflections on learning inventory
Performance based research
Study support
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Faculty of Engineering, Architecture and Information Technology Publications
Official 2014 Collection
 
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