Peer Review

Examining the Effects of Metacognitive Scaffolding on Students' Design Problem Solving and Metacognitive Skills in an Online Environment

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Reviewed:: Aug 6, 2025 by Teacher Education

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Ratings

Overall Rating:

Content Quality:

Effectiveness:

Ease of Use:

Overview:

The article titled "A Model for Assessing Student-Centered Learning in Online Environments," published in the Journal of Online Learning and Teaching, offers a comprehensive framework aimed at evaluating student-centered pedagogies in digital settings. The authors develop a structured model that integrates various dimensions of student engagement, instructional design, and technology use, providing educators and researchers with a valuable tool to gauge the effectiveness of online learning experiences.

Using mixed-methods research, this study investigated the effects of metacognitive scaffolding on students' complex problem solving processes and outcomes in the domain of instructional design as well as on their metacognitive skills in an online environment. Both qualitative and quantitative data were collected from multiple sources, including online surveys, planning sheets, technologyenhanced lessons, and reflection papers.

The results of the study revealed that metacognitive scaffolding had positive effects on students’ design problem solving processes but did not have a significant effect on design outcomes. Regarding metacognitive skills, the experimental group showed significant improvement in the planning subscale.

Type of Material:

Open (Access) Journal-Article

Recommended Uses:

This model is recommended for use by higher education instructors, instructional designers, and educational researchers who seek to evaluate and enhance the quality of online courses. It can serve as a diagnostic tool for course improvement, as well as a research framework for studying online pedagogical practices and student engagement patterns.

The content can be used to expose teachers to the intricacies of metacognitive scaffolding to encourage problem solving in students.

Technical Requirements:

Reliable internet and a PDF reader

Identify Major Learning Goals:

The primary learning goal of the article is to introduce and validate a robust assessment model that captures the multifaceted nature of student-centered learning in online contexts. It aims to enable educators to identify areas of strength and opportunities for improvement in their instructional strategies and to foster deeper understanding among students through active engagement.

Target Student Population:

College General Ed, College Lower Division, College Upper Division, Graduate School, Professional

Prerequisite Knowledge or Skills:

Users of this model should possess foundational knowledge in online pedagogy, assessment methodologies, and educational theory related to student-centered learning. Familiarity with qualitative and quantitative evaluation techniques will enhance their ability to implement and interpret the model effectively.

Content Quality

Rating:

Strengths:

The content is well-researched, drawing upon a solid theoretical foundation and integrating empirical findings to support the proposed model. The authors’ systematic approach and clarity in defining components make the framework accessible and adaptable for various online learning settings.

The objective is to show evidence on the benefits of metacognition on the students´ design problem solving in online environments. The article addresses the results of a research in which the experts were answering the following questions:

1. What are the effects of metacognitive scaffolding on students´desing problem solving processes and outcomes in an online environment?

2. How does metacognitive scaffolding affect students´metacgonitive skills (planning, monitoring, and evaluation skills?

The experts were expecting students receiving metacognitive scaffolds to acquire more metacognitive skills than students in the group that did not receive metacognitive scaffolds.

At the end they concluded that metacognitive scaffolding was effectively in helping students devellop their potential in planning skills. However, this was not the case on monitoring and evaluation skills.

The article offers teachers useful insights on the application of metacognitive scaffolds so that students develop their metacognitive skills. Although the research was laid out in an online format, adaptations can be made to an onsite teaching format.

Concerns:

While comprehensive, the article could benefit from more extensive case studies demonstrating practical application. Some may find the model somewhat complex to implement without supplementary guidance or examples, which could limit immediate usability for novice practitioners.

Potential Effectiveness as a Teaching Tool

Rating:

Strengths:

The model’s holistic nature, encompassing multiple dimensions of student-centered learning, enhances its potential to accurately assess nuanced aspects of online education. Its emphasis on multiple indicators allows for a detailed understanding of instructional efficacy and student engagement.

Users should be able to effectively use metacognitive scaffolds when guiding metacognitive activities. The presented ideas can be adjusted to any field of education. The implementation will depend on the creativity of the team.

Concerns:

Potential limitations include the need for extensive data collection and analysis, which could be resource-intensive. Without clear, user-friendly tools or protocols, some institutions may struggle to realize the full benefits of the model.

Ease of Use for Both Students and Faculty

Rating:

Strengths:

The material is embedded in a PDF format, easy to download and use.

The article provides a clear conceptual overview, with well-organized sections that facilitate understanding of the model’s components.

The structured approach can guide users methodically through assessment processes.

Other Issues and Comments:

While the article makes a significant contribution to online education assessment literature, it would be strengthened by practical examples, templates, or case studies illustrating the model’s application in real-world settings. Additionally, discussion on scalability and adaptability across diverse online courses would be valuable.

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