Title

Collaborative Learning in an Information Literacy Course: The Impact of Online Versus Face-to-face Instruction on Social Metacognitive Awareness

DOI

10.1016/j.acalib.2018.03.003

Document Type

Journal Article

Publication Date

5-1-2018

Publication Title

Journal of Academic Librarianship

Volume

44

Issue

3

First Page

383

Last Page

390

ISSN

991333

Abstract

Metacognition and social metacognition play important roles in information literacy, online learning, and collaborative learning. This study examines how students rated themselves in both metacognitive and social metacognitive awareness after a collaborative project in an information literacy course offered face-to-face and online. Students in the face-to-face version of the course rated themselves as having higher social metacognitive awareness, though metacognitive awareness scores were similar. Because of this finding, this article makes recommendations for improving collaboration online for information literacy instruction.

Open Access

Green Accepted

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