Engagement in metacognition within self-determined learning

Abstract

Many workplace learning solutions rely on formal online approaches in delivery (e.g., video lecture) and assessments (e.g., quizzes). However, learning theory has moved toward learner-centred approaches that emphasize individual learning concepts, like self-efficacy and metacognition, in order to develop a person's ability to learn independently. Using an embedded mixed-method design, both quantitative and qualitative data will be collected to understand self-efficacy and engagement in metacognition in a self-determined learning context. A quantitative survey will collect information on engagement, self-efficacy, and perceived knowledge. A qualitative diary study will capture metacognitive strategies and learning reflections which will conclude with semi-structured interviews and arts-based elicitation that will describe opportunities and barriers in a search-based self-determined learning process. This proposed research aims to contribute to a personal learner-centred design framework that supports positive learning behaviours in an increasingly digital world.