The development of blended teaching model based on metacognition theory to improve college students' autonomous learning ability
The purposes of the study were: 1) to investigate the current situation of students’ autonomous learning, 2) to development a blended teaching model based on metacognition theory to improve students' autonomous learning ability, 3) to compare the effectiveness of the blended teaching model based on metacognition theory to improve students' autonomous learning ability before and after the implementation. The sample group for the survey on the current status of college students' autonomous learning ability was 400 students majoring in music from Neijiang Normal University, and for the teaching model implementation was 30 freshmen majoring in music from Neijiang Normal University, both adopted the principle of convenience sampling. Research instruments include: 1) questionnaire of autonomous learning ability of college students, 2) blended teaching model based on metacognition theory, course Lesson Plan, 3) questionnaire on autonomous learning ability of college students and autonomous learning ability of vocal music learning, 4) questionnaire of learning self-assessment of college students. The data analysis and research in this study used statistical methods such as mean, standard deviation, percentage, and dependent sample t-test The research results showed that the autonomous learning ability of college students majoring in music at Neijiang Normal University was at a moderate level. The "OKCPC" teaching model combined metacognition theory with blended teaching included 5 steps: Objective setting, Knowledge acquisition, Cognitive monitoring, Personalized learning ,Cognitive assessment. By implementing the "OKCPC" blended teaching model in vocal basics and song singing courses, the students' autonomous learning ability in posttest was higher than pretest with the statistic significant at .01 level Keywords: Metacognition theory; Autonomous learning ability; "OKCPC" blended teaching model.
Bansomdejchaopraya Rajabhat University. Office of Academic Resources and Information Technology
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