Çevrim içi iş birlikli öğrenme ortamlarında sorgulayıcı öğrenme topluluğu çerçevesinden paylaşımlı üstbiliş konusunda tasarım-tabanlı bir çalışma

This study advances the emerging research on shared metacognition through the lens of the Community of Inquiry Framework. It seeks components and utterances of the community of inquiry and shared metacognition in online collaborative learning environments to bring to the fore an instructional design model and instructional design principles. A three-cycle Design-Based Research method was followed in two cases of university students (associate degree and graduate degree) by triangulating quantitative and qualitative data. As data collection tools, a coding scheme was developed to code utterances of collaborative group discussion posts, the Shared Metacognition Questionnaire was adapted in Turkish, and one-to-one and focus-groups interview protocols were developed to collect self-reported data. Quantitative data were interpreted through descriptive, inferential statistics, and qualitative data were interpreted by an open/selective coding process. The findings pointed out that the Community of Inquiry Framework presented a powerful theoretical ground to investigate and also distinguish cognitive, social, and teaching presence episodes from shared-metacognition episodes. Orientation-Planning, Monitoring, and Evaluation-Reflection were proved as three main components of the shared-metacognition construct in online collaborative learning settings. This study further advances the specification of each component from the group related (collaboration) regulative actions and task (content/comprehension) related regulatory actions. Besides modeling the shared metacognition construct, six instructional design principles were offered to be used by practitioners and instructional designers to prepare online collaborative courses based on the offered model and CoI framework.