Griet Lust

Metacognition and the Use of Tools

In this chapter the relationship between metacognition and the use of tools is addressed. Being able to determine when the use of a tool would be beneficial for one’s learning is seen as a metacognitive skill. Different assumptions are made with respect to this relationship between metacognitive knowledge (including instructional conceptions) and tool usage. A series of studies are addressed in which different instruments were used to measure metacognitive knowledge and metacognitive skills to provide empirical underpinning for these assumptions.

Online Measurement Perspectives for Students’ Strategy Use: Tool Use within a Content Management System

The current study investigates whether students’ tool use in a Content Management Systems (CMSs) for example, blackboard, WebCT, relates to students’ strategy use within a CMS-supported course. In this way, the study strives to explain the tool use differences, and furthermore, it strives to find (online) behavioral indications for students’ strategy use. Data were collected within a first-year undergraduate course “Learning & Instruction”. Students ( n = 182 ) reported their strategy use as measured through the Inventory of Learning Styles (Vermunt, 1998). Students’ tool use within the CMS was logged. K-means cluster analyses revealed four clusters that were characterized by different strategies and accompanying tool use. Specifically, two clusters revealed a tool use pattern that was in line with the behavioral profile of students’-reported strategy use. Interestingly, two clusters revealed a tool use pattern that was in contrast to the reported strategy use. These results raise questions with respect to students’ tool perceptions and students’ calibration capacities.

Support Device Usage

Learning environments typically confront learners with a number of support devices. These support devices aim at helping learners in their learning; they provide a learning opportunity. As suggested by Perkins (Educational Researcher 14:11–17, 1985), it can be assumed that in order for these support devices to be beneficial (1) the opportunity has to be there, i.e., the support device has to be functional; (2) the learners have to recognize this opportunity, and (3) the learners have to be motivated to use the opportunity or the support device.