Guidelines to foster metacognitive skills in online professional communication training

Language learning occurs almost inevitably in a blended environment and due to constant technological developments, this learning context is continuously evolving. It can subsequently be challenging to meet the changing needs of individual language learners in a dynamic blended learning context. This study's suggested answer to the challenge is guidelines that would develop students' metacognitive awareness, as fostering students' metacognitive skills can encourage learning performance [6,7]. The guidelines are based on three case studies, which involved the design and implementation of twin communication training programs for (pre-) professional doctors and nurses in three different settings. Based on the experience and analysed data from the first group of students, a taxonomy for developing metacognitive awareness was designed, which in turn informed the design of tasks for the following two case studies. These tasks were specifically designed to encourage metacognitive awareness. The results from the third case study were compiled as principles for guidelines which are directed at fostering metacognitive awareness in a blended communication training context.

Publication year:2016

Keywords:P1 Proceeding

BOF-keylabel:yes

Authors from:Higher Education

Accessibility:Closed