Leveraging Learners’ Metacognitive Activities for Recommendation in Technology Enhanced Learning Systems

Authors

  • Lydia Odilinye Simon Fraser University
  • Fred Popowich Simon Fraser University

DOI:

https://doi.org/10.33423/jop.v21i2.4194

Keywords:

organizational psychology, learners, metacognition, behaviour, metacognitive learning activities, personal recommender system, technology enhanced learning

Abstract

There has been a growing interest in assisting learners develop control over their learning and behaviour. Metacognition — the ability to think about thinking — can be an effective learning strategy that encourages learners take control of their learning. Typically, while reading, learners engage in a number of metacognitive reading activities e.g. text marking, highlighting. This study examines the effectiveness of utilizing the metacognitive activities generated by learners as a preference elicitation method to guide the recommendation of personalized learning resources. Providing appropriate resources that facilitate personalized learning is considered imperative given that learning differs from one learner to another.

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Published

2021-06-10

How to Cite

Odilinye , L. ., & Popowich , F. . (2021). Leveraging Learners’ Metacognitive Activities for Recommendation in Technology Enhanced Learning Systems . Journal of Organizational Psychology, 21(2). https://doi.org/10.33423/jop.v21i2.4194

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Section

Articles