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Developing Metacognition in First-Year Students through Interactive Online Videos

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2020 ASEE Virtual Annual Conference Content Access


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Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2

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First-Year Programs

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Paper Authors


Peter M. Ostafichuk University of British Columbia, Vancouver

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Dr. Peter M. Ostafichuk is a professor of teaching in Mechanical Engineering and the Chair of First Year Engineering at the University of British Columbia in Vancouver, Canada. He teaches introduction to the engineering profession and practice, and design in mechanical engineering. He has extensive experience in Team-Based Learning (TBL), curriculum development, and teaching innovation.

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Susan Nesbit University of British Columbia, Vancouver

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Before receiving a doctoral degree in Chemical Engineering from the University of British Columbia for research on colloidal ink particle detachment mechanisms during paper recycling, Dr. Nesbit obtained a Bachelor or Arts degree in History and a Bachelor of Applied Science in Chemical Engineering, then worked as a research engineer studying novel methods of chlorine dioxide production.
Dr. Nesbit is dedicated to the development and delivery of sustainability education. She has developed and taught several undergraduate and graduate courses that focus on the context of engineering decision-making. In 2010/11, she was awarded an inaugural Sustainability Teaching Fellowship at the University of British Columbia. Dr. Nesbit's teaching achievements have been cited by engineering educators across North America for their excellence.

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Naoko Ellis P.Eng. University of British Columbia, Vancouver Orcid 16x16

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Naoko Ellis is a Professor in the Department of Chemical and Biological Engineering at the University of British Columbia (UBC). She holds a Ph.D. (UBC, 2003); M.E.Sc. (Western, 1993); and a B.Sc. (Honours, Waterloo, 1991). She is a member of the Association of Professional Engineers and Geoscientists of BC. Her expertise lies in the area of multiphase reaction engineering with emphasis on biomass utilization. Some current projects include: biomass gasification and pyrolysis; CO2 capture, including chemical looping combustion; pyrolysis product utilization; and biofuels. She is also interested in sustainability education and transdisciplinary learning.

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Gerald Tembrevilla University of British Columbia, Vancouver Orcid 16x16

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This complete research paper examines the use and impact of a series of optional interactive online videos (“screencasts”) to develop metacognition and learning perspectives in first-year engineering students. In 2018, eight screencasts were distributed once per week at the start of an introduction to engineering course; this was expanded to nine screencasts in 2019. The effectiveness of the screencasts was assessed using a mixed methods approach, including pre- and post-interviews coded using a threshold concepts framework, pre and post deployment of the Metacognitive Awareness Inventory, an online survey, and general course observations. Student utilization of these optional resources was strong, particularly in 2019, with 70% of students on average viewing each weekly screencast, 98% viewing at least one of the nine screencasts, and 48% of students viewing at least eight. Viewership was found to be sensitive to incentivization. Analysis of interview responses, survey responses, and course grades revealed a statistically significant benefit to metacognitive awareness and academic performance of completing the screencasts. Students generally perceived the screencasts as helpful and impactful towards their learning, independent of their self-reported wellbeing or GPA.

Ostafichuk, P. M., & Nesbit, S., & Ellis, N., & Tembrevilla, G. (2020, June), Developing Metacognition in First-Year Students through Interactive Online Videos Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34433

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