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Using PenzuTM for academic online diaries to enhance metacognitive skills in Higher Education

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Using PenzuTM for academic online diaries to enhance metacognitive skills in Higher Education

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dc.contributor.author Bort-Mir, Lorena es_ES
dc.date.accessioned 2021-02-24T11:56:04Z
dc.date.available 2021-02-24T11:56:04Z
dc.date.issued 2020-09-30
dc.identifier.issn 1695-2618
dc.identifier.uri http://hdl.handle.net/10251/162327
dc.description.abstract [EN] Metacognition can be considered as knowledge about one's own cognitive activities and their regulation during learning processes (Flavell, 1979). Students are, then, involved in metacognitive mental activities when they think about what they have learned, how they have learned it, or how they can relate it to their personal experiences, among other things. Based on this, students who develop these skills should show more appropriate strategies to know what they need to find out or do while learning. Therefore, understanding and controlling these cognitive processes may be one of the most essential skills that teachers should encourage at all academic levels (Anderson, 2002)The Guided Learning Diary (GLD, Bort-Mir, 2016) was developed as a learning diary with several aims: (i) defining the general and specific objectives of the content to be taught, (ii) developing the students’ metacognitive skills through strategic questions, and (iii) promoting the development of important competences such as self-criticism, autonomous learning, self-evaluation and capacity for improvement. The GLD also allows a self-evaluation process for teachers, thus facilitating the supervision and improvement both of the contents of the course and the didactic methodology. This tool was developed and applied within the Theatre in English subject at Universitat Jaume I, embedded in the third course from the English Studies Degree, and the students’ results were significantly higher than those of previous years (Bort-Mir & Silvestre-López, 2017).The present research proposes a technological turn in the application of the GLD with the use of the open-source tool PenzuTM. The creation of academic online diaries with this tool may improve students’ motivation while promoting meaningful and self-regulated learning in Higher Education environments, thus helpìng students reach their so desired academic success. PenzuTM allows this investigation to widen the scope of the GLD to the general public.  es_ES
dc.description.sponsorship The research conducted in this study is part of Universitat Jaume I Education and Innovation esearch Project: 3622/18. Its rationale is also framed within the Universitat Jaume I Research Project UJI-B2018-59 es_ES
dc.language Inglés es_ES
dc.publisher Universitat Politècnica de València es_ES
dc.relation.ispartof The EuroCALL Review es_ES
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject ICT es_ES
dc.subject Self-regulated learning es_ES
dc.subject Metacognition es_ES
dc.subject Online pedagogic tools es_ES
dc.subject Penzu es_ES
dc.title Using PenzuTM for academic online diaries to enhance metacognitive skills in Higher Education es_ES
dc.type Artículo es_ES
dc.identifier.doi 10.4995/eurocall.2020.12756
dc.relation.projectID info:eu-repo/grantAgreement/UJI//B2018-59/ es_ES
dc.rights.accessRights Abierto es_ES
dc.contributor.affiliation Universitat Politècnica de València. Escola Tècnica Superior d'Enginyeria Informàtica es_ES
dc.contributor.affiliation Universitat Politècnica de València. Departamento de Lingüística Aplicada - Departament de Lingüística Aplicada es_ES
dc.description.bibliographicCitation Bort-Mir, L. (2020). Using PenzuTM for academic online diaries to enhance metacognitive skills in Higher Education. The EuroCALL Review. 28(2):50-63. https://doi.org/10.4995/eurocall.2020.12756 es_ES
dc.description.accrualMethod OJS es_ES
dc.relation.publisherversion https://doi.org/10.4995/eurocall.2020.12756 es_ES
dc.description.upvformatpinicio 50 es_ES
dc.description.upvformatpfin 63 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 28 es_ES
dc.description.issue 2 es_ES
dc.relation.pasarela OJS\12756 es_ES
dc.contributor.funder Universitat Jaume I es_ES
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