Abstract
The success of a learning environment can be measured in terms of improvement in learner performances as well as positive learner engagement in metacognitive traits. A large body of educational technology literature establishes a positive correlation between the application of learning technologies and learner performances. In addressing the other aspect of success, this chapter presents a study that lends support to positive learner engagement in the context of metacognitive traits induced through ontology-oriented learning technology. That is, learners are found to benefit from targeted metacognitive activities embedded in online learning environments. To reap this benefit, the educational technology system employed a theory-centric mixed-initiative approach that traces the metacognitive competencies of online learners. This chapter postulates that in addition to providing the metacognitive interface tracing the metacognitive competencies of online learners is critical for the success and sustainability of technology-enhanced learning environments.
| Original language | English |
|---|---|
| Title of host publication | Intelligent and Adaptive Learning Systems |
| Subtitle of host publication | Technology Enhanced Support for Learners and Teachers |
| Pages | 198-212 |
| Number of pages | 15 |
| DOIs | |
| Publication status | Published - 2011 |