Shared Metacognition and Its Relationship to Cognitive and Teaching Presence in the Blended Learning Environment among Bachelor’s Students at the University of Jordan

Abstract

Many factors influence student learning in a blended learning environment. To enhance the teaching–learning process and reduce the communication barriers imposed by screens and remote interaction, it is essential to understand the elements that affect engagement, particularly within collaborative groups. This descriptive correlational study examined the level of shared metacognition and its relationship with cognitive presence and teaching presence in the blended learning environment at the University of Jordan. A cluster-random sampling technique yielded a sample of 948 students drawn from all faculties and both genders. Validated instruments measured shared metacognition, cognitive presence, and teaching presence, and the data were analyzed using means, standard deviations, Pearson correlations, and multiple correlation analysis. Results showed high levels of shared metacognition, cognitive presence, and teaching presence. Statistically significant positive correlations were found between shared metacognition and cognitive presence (r = 0.692) and between shared metacognition and teaching presence (r = 0.593). Shared metacognition also accounted for a substantial proportion of variance in both forms of presence. These findings offer practical guidance for curriculum design in blended settings and help instructors address cognitive and metacognitive dimensions that enhance student motivation and engagement.