The effect of online project-based infographic design activities on self-regulation and shared metacognition skills

Today, where online courses are used more intensively than ever, the development of students' self-regulation and shared metacognition skills is of great importance. In this regard, the importance of project-based learning activities are emphasized in the literature. Learners can easily realize infographic design projects by using web 2.0 tools. This study aims to analyze the effect of online project-based infographic design process on learners' self-regulation and shared metacognition. The study group of the research consists of 34 vocational school students in the second term of the 2021-2022 academic year. First of all, a pilot study was conducted. Based on the experiences gained, a 12-week research process design consisting of 3 stages in the form of 3 hours of online lessons per week was developed. In the quantitative part of the research in which mixed design was used, data were collected with a scale based on the single-group pretest-posttest experimental design. In addition, an observation form was applied. In the qualitative part, students' opinions were taken by using a course evaluation form. The data were investigated by thematic analysis. It was determined that students significantly improved their self-regulation skills for interaction. In addition, it was determined that the shared metacognitive skills of the learners improved with the proximal development area created.