Gregg, A., & O'Connor, J. (2022, August), Reflecting while doing:  Integrating active learning and metacognitive activities  in a fully online thermodynamics course  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40982

\bibitem{asee_peer_40982}
  Gregg, A., \& O'Connor, J. (2022, August), \emph{Reflecting while doing:  Integrating active learning and metacognitive activities  in a fully online thermodynamics course}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40982

Andrea Gregg and Jacqueline O'Connor.  "Reflecting while doing:  Integrating active learning and metacognitive activities  in a fully online thermodynamics course".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40982 Internet.  28 Apr, 2025

\bibitem{asee_peer_40982}
  Andrea Gregg and Jacqueline O'Connor.
  "Reflecting while doing:  Integrating active learning and metacognitive activities  in a fully online thermodynamics course".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40982 Internet.  28 Apr, 2025

@INPROCEEDINGS{asee_peer_40982
author = "Andrea Gregg and Jacqueline O'Connor"
title = "Reflecting while doing:  Integrating active learning and metacognitive activities  in a fully online thermodynamics course"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40982}
number = {10.18260/1-2--40982}
}

TY  - CPAPER
AB  - In this paper we present on the first iteration of a multi-semester design-based research (DBR) project. This ongoing project is concerned with the intentional integration of active learning and metacognitively-focused (ALM) activities within multiple offerings of a foundational Thermodynamics course (THERMO). A DBR framework enables a dual focus on both the iterative improvements of course design and teaching practice as well as research investigations into the attendant design and pedagogical concepts. In this paper, we first discuss the literature surrounding active learning, metacognition, and the intersection of the two, with special consideration to online contexts.  We next describe the instructional design of the fully online, qasynchronous THERMO course offered summer of 2021 (SU21), emphasizing the intentional integration of ALM activities. Treating SU21 THERMO as a discrete case, we apply quantitative and qualitative content analysis methods of student data to consider synchronous paired active learning activities followed by individual reflections on those activities. This study suggests that there is clear potential to improve learning through the intentional integration of ALM; however, learners require significant structure, scaffolding, and formative feedback, especially in asynchronous online contexts. We close by describing course design changes and the future research to be done in the next iterations of this multi-semester DBR project.
AU  - Andrea Gregg
AU  - Jacqueline O'Connor
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Reflecting while doing:  Integrating active learning and metacognitive activities  in a fully online thermodynamics course
UR  - https://peer.asee.org/40982
DO  - 10.18260/1-2--40982
ER  -