The perfect example of student involvement - or metacognition - is this course we are developing, which in turn requires interaction and peer evaluation for its progression and completion. Being a self-assessor requires reflection and reflexivity on the concepts worked on and examples given, in which theory and practice go hand in hand and the place of observer and observed are intertwined. Although this is facilitated by digital and e-learning, its nature can be traced back to the methodology of action research, a concept by Kurt Lewin dating back to the 1940s and closely linked to education and the place of the teacher in the classroom and the feedback received.

• Margarida Maneta

Learner engagement is one of the key elements in the educational context. Compared to didactic education, where students were passive learners, expected to listen and then take an exam to pass with flying colors, today's learners are becoming increasingly rare in this model. This shift can be partly attributed to technology-mediated learning, which facilitates the learning process, and partly to the changing nature of education, particularly in recent years. The focus of pedagogy is no longer on reading fixed materials within a structured framework, but on creating diverse lesson plans with flexible approaches that cater to students' needs. These types of lesson plans can only be developed by learners who come from various cultures and educational backgrounds. Such diversity and learner-centered courses have the potential to revolutionize the way students engage with their courses.

• Atefeh Moradian

مفهوم التعليم الإلكتروني يعرف التعليم الإلكتروني (بالإنجليزية: e-learning) على أنه عملية تعليمية ذاتية من خلال الهواتف المحمولة أو أجهزة الكمبيوتر، سواء من خلال الاتصال بشبكة الإنترنت أو من خلال الأقراص المدمجة، وتتيح هذه العملية للمتعلم التعلم في أي وقت وفي أي مكان، ويتضمن التعليم الإلكتروني عرض النصوص، والفيديو، والمقاطع الصوتية، والرسوم المتحركة والبيئات الافتراضية مشكلًا بذلك بيئة تعليمية غنية جدًا، ومن الممكن أن تتفوق على بيئة التعليم التقليدي في الفصول الدراسية.[١] ومع استخدام العديد من التصاميم الفعالة وضمان وجود فريق تعليمي متخصص وبكفاءة عالية؛ يُصبح التعليم الإلكتروني بيئة تعليمية مثالية ووسيلة جذابة وقيمة للطلاب، وهي فرصة للتعلم في أي وقت، إضافةً إلى أنّ التعليم الإلكتروني يتضمن إدخال أجهزة الكمبيوتر والهواتف الذكية والأجهزة اللوحية إلى الفصل الدراسي والمكاتب والاستفادة منها على نطاق واسع.[٢] فوائد التعليم الإلكتروني مميزات التعليم الإلكتروني للتعليم الإلكتروني مميزات وفوائد عديدة، ومن أبرزها:[٣] يوفر الوقت والمال: يتميز التعليم الإلكتروني بتكلفته المنخفضة، كما يُمكن للمتعلمين الوصول إليه من أي مكان فهم ليسوا بحاجة للخروج من بيوتهم أو وظائفهم لحضور الفصول الدراسية. يوفر محتوى مصمم بفاعلية كبيرة: يتضمن التعليم الإلكتروني أدوات توفر المحتوى بأسلوب أكثر جاذبية وأكثر تفاعلية من خلال مقاطع فيديو أو مقاطع صوتية، ممّا يُسهل على المتعلمين تذكر المعلومات والمفاهيم وتطبيقها عمليًا. يوفر استمرار وثبات عملية التعليم: يتبع كل معلم أسلوب مختلف في التعليم في الفصول الدراسية، وقد يواجه بعض المشاكل ويكون عرضة للأخطاء، بينما يوفر التعليم الإلكتروني نسقًا ثابتًا في التدريس يُمكن للمعلم اتباعه في أي وقت ومكان. يمتلك قابلية للتطوير: يُمكن استثمار مادة واحدة وطرحها على عدد كبير من الناس، بما يقلل من النفقات ويمهد الطريق للتطوير في التعليم. يُلبي احتياجات المتعلمين: يسمح التعليم الإلكتروني للمتعلمين اختيار المسار الذي يفضلونه، ويحقق أهدافهم بالسرعة التي تناسبهم. يعد طريقة ذاتية التعليم: يُمكن للمتعلم الوصول لوحده إلى الدورات التعليمية عند الحاجة.[١] يتميز بالسرعة: تتجاوز سرعة التعليم الإلكتروني التعليم التقليدي بنسبة 50%، ويعود السبب في ذلك إلى إمكانية تخطي المتعلمين المواد التي يعرفون مفاهيمها بالفعل والانتقال للمواد التي يحتاجون المزيد من التدريب عليها. يُمكن تحديث المواد بسهولة وبسرعة: تحدث المواد والدورات التعليمية بسهولة عبر الإنترنت من خلال تحميلها على خادم الويب فقط، وقد تحتاج الأقراص المضغوطة جهدًا وتكلفة أكبر للتحديث، لكنها تبقى أرخص من إعادة طباعة مواد التدريس الورقية.

• Turki Almutairi

التحليل النقدي
دراسة العلاقات الجدلية بين اللغة والخطاب والمجتمع، والسلطة التي تكرسها تلك العلاقات على صعيد الممارسة الاجتماعية
وما تحدثه من تغيرات اجتماعية

• حسن العمري

Metacognitive strategies are techniques to help students develop an awareness of their thinking processes as they learn. These techniques help students focus with greater intention, reflect on their existing knowledge versus information they still need to learn, recognize errors in their thinking, and develop practices for effective learning.

• Kabara Chrysand

SOLE is an inquiry-based learning methodology. The SOLE process is designed to foster autonomy and student-
driven learning by creating a collaborative environment that promotes innovation, discovery, and lifelong
apprenticeship. At a post-graduate level of instruction, SOLE can be utilized to apply higher-order thinking skill
(HOTS) such as synthesis, evaluation, analysis, and application.
SOLE is a three-stage process: question, investigate, review. The process provides structure for advance study,
reflection and preparation for in-class , flipped, or online learning exercises. It can be conducted for the duration
an instructor determines appropriate for the topic of investigation. The SOLE process can be conducted in a single
class period or completed by segments over a period of days in-class, online, and individually. Below is a graphic
explaining the process that can be adjusted to fit any schedule, space, and specific circumstance.

• Asma Alshahrani

Metacognition is an often overlooked component of self-regulated learning, intrinsic motivation, and learner engagement in eLearning. It is something we frequently take for granted - we assume our learners will play the role to engage in metacognitive best practices when the world rarely takes time to encourage metacognitive awareness and growth throughout our formative education - this is where being a lifelong learning advocate, regardless of the level or ages that you teach, is vital.

It can be very easy to push out content and assume the best of our learners, but to enable metacognitive practices, we can do simple things - for example, in this MOOC, U of I has provided (via Coursera) questions that pop-up in the videos. These questions are not graded, but they require the learner to challenge their cognitive processes and think about the subject they are learning. This can help stimulate learner engagement, which stimulates intrinsic motivation, and both of these things help facilitate easier self-regulated learning.

Being frank with learners that, while they could consume content and just click next and fast-track course completion, if they take a second and engage, they might grow a little bit - this can actually be done by posing metacognitive awareness questions.

Learners can be asked to assess metacognitive awareness through the Metacognitive Awareness Inventory, or MAI, produced by Shraw and Dennison - a good copy of this tool can be found here: https://www.rcsj.edu/Tutoring-site/Gloucester-site/Documents/Metacognitive%20Awareness%20Inventory.pdf

Just the act of asking certain questions of our learners on this inventory, such as:
True or false: I ask myself periodically if I am meeting my goals.
True or false: I have control over how well I learn.
True or false: I can use my intellectual strengths to compensate for my weaknesses.

Can stimulate better metacognition, and has been shown to be helpful in and of itself prior to educational experiences.

Reference:

Siqueira, M.A.M., Gonçalves, J.P., Mendonça, V.S., Kobayasi, R., Arantes-Costa, F.M., Tempski, P.Z., & Martins M. de A. (2020). Relationship between metacognitive awareness and motivation to learn in medical students. BMC Medical Education, 20(1), 1–10. doi:10.1186/s12909-020-02318-8

• Dakota Tevis

Metacognition is an often overlooked component of self-regulated learning, intrinsic motivation, and learner engagement in eLearning. It is something we frequently take for granted - we assume our learners will play the role to engage in metacognitive best practices when the world rarely takes time to encourage metacognitive awareness and growth throughout our formative education - this is where being a lifelong learning advocate, regardless of the level or ages that you teach, is vital.

It can be very easy to push out content and assume the best of our learners, but to enable metacognitive practices, we can do simple things - for example, in this MOOC, U of I has provided (via Coursera) questions that pop-up in the videos. These questions are not graded, but they require the learner to challenge their cognitive processes and think about the subject they are learning. This can help stimulate learner engagement, which stimulates intrinsic motivation, and both of these things help facilitate easier self-regulated learning.

Being frank with learners that, while they could consume content and just click next and fast-track course completion, if they take a second and engage, they might grow a little bit - this can actually be done by posing metacognitive awareness questions.

Learners can be asked to assess metacognitive awareness through the Metacognitive Awareness Inventory, or MAI, produced by Shraw and Dennison - a good copy of this tool can be found here: https://www.rcsj.edu/Tutoring-site/Gloucester-site/Documents/Metacognitive%20Awareness%20Inventory.pdf

Just the act of asking certain questions of our learners on this inventory, such as:
True or false: I ask myself periodically if I am meeting my goals.
True or false: I have control over how well I learn.
True or false: I can use my intellectual strengths to compensate for my weaknesses.

Can stimulate better metacognition, and has been shown to be helpful in and of itself prior to educational experiences.

Reference:

Siqueira, M.A.M., Gonçalves, J.P., Mendonça, V.S., Kobayasi, R., Arantes-Costa, F.M., Tempski, P.Z., & Martins M. de A. (2020). Relationship between metacognitive awareness and motivation to learn in medical students. BMC Medical Education, 20(1), 1–10. doi:10.1186/s12909-020-02318-8

• Dakota Tevis

Metacognition is an often overlooked component of self-regulated learning, intrinsic motivation, and learner engagement in eLearning. It is something we frequently take for granted - we assume our learners will play the role to engage in metacognitive best practices when the world rarely takes time to encourage metacognitive awareness and growth throughout our formative education - this is where being a lifelong learning advocate, regardless of the level or ages that you teach, is vital.

It can be very easy to push out content and assume the best of our learners, but to enable metacognitive practices, we can do simple things - for example, in this MOOC, U of I has provided (via Coursera) questions that pop-up in the videos. These questions are not graded, but they require the learner to challenge their cognitive processes and think about the subject they are learning. This can help stimulate learner engagement, which stimulates intrinsic motivation, and both of these things help facilitate easier self-regulated learning.

Being frank with learners that, while they could consume content and just click next and fast-track course completion, if they take a second and engage, they might grow a little bit - this can actually be done by posing metacognitive awareness questions.

Learners can be asked to assess metacognitive awareness through the Metacognitive Awareness Inventory, or MAI, produced by Shraw and Dennison - a good copy of this tool can be found here: https://www.rcsj.edu/Tutoring-site/Gloucester-site/Documents/Metacognitive%20Awareness%20Inventory.pdf

Just the act of asking certain questions of our learners on this inventory, such as:
True or false: I ask myself periodically if I am meeting my goals.
True or false: I have control over how well I learn.
True or false: I can use my intellectual strengths to compensate for my weaknesses.

Can stimulate better metacognition, and has been shown to be helpful in and of itself prior to educational experiences.

Reference:

Siqueira, M.A.M., Gonçalves, J.P., Mendonça, V.S., Kobayasi, R., Arantes-Costa, F.M., Tempski, P.Z., & Martins M. de A. (2020). Relationship between metacognitive awareness and motivation to learn in medical students. BMC Medical Education, 20(1), 1–10. doi:10.1186/s12909-020-02318-8

• Dakota Tevis

Metacognition is an often overlooked component of self-regulated learning, intrinsic motivation, and learner engagement in eLearning. It is something we frequently take for granted - we assume our learners will play the role to engage in metacognitive best practices when the world rarely takes time to encourage metacognitive awareness and growth throughout our formative education - this is where being a lifelong learning advocate, regardless of the level or ages that you teach, is vital.

It can be very easy to push out content and assume the best of our learners, but to enable metacognitive practices, we can do simple things - for example, in this MOOC, U of I has provided (via Coursera) questions that pop-up in the videos. These questions are not graded, but they require the learner to challenge their cognitive processes and think about the subject they are learning. This can help stimulate learner engagement, which stimulates intrinsic motivation, and both of these things help facilitate easier self-regulated learning.

Being frank with learners that, while they could consume content and just click next and fast-track course completion, if they take a second and engage, they might grow a little bit - this can actually be done by posing metacognitive awareness questions.

Learners can be asked to assess metacognitive awareness through the Metacognitive Awareness Inventory, or MAI, produced by Shraw and Dennison - a good copy of this tool can be found here: https://www.rcsj.edu/Tutoring-site/Gloucester-site/Documents/Metacognitive%20Awareness%20Inventory.pdf

Just the act of asking certain questions of our learners on this inventory, such as:
True or false: I ask myself periodically if I am meeting my goals.
True or false: I have control over how well I learn.
True or false: I can use my intellectual strengths to compensate for my weaknesses.

Can stimulate better metacognition, and has been shown to be helpful in and of itself prior to educational experiences.

Reference:

Siqueira, M.A.M., Gonçalves, J.P., Mendonça, V.S., Kobayasi, R., Arantes-Costa, F.M., Tempski, P.Z., & Martins M. de A. (2020). Relationship between metacognitive awareness and motivation to learn in medical students. BMC Medical Education, 20(1), 1–10. doi:10.1186/s12909-020-02318-8

• Dakota Tevis