Volume 4, Issue 2
  • ISSN 2211-7245
  • E-ISSN: 2211-7253
Buy:$35.00 + Taxes


Students’ understanding of their own learning needs can improve, if they can be made more aware of their own learning processes by supporting their metacognitive development. Research has shown that membership of online communities can positively contribute to the social acculturation process of first year students (Wohn, Ellison, Khan, Fewins-Bliss, & Gray, 2013). Moreover, these social networking sites could meet specific learning needs. A group of South African first year medical students doing a second language communication course were invited to become members of a closed Facebook group with the purpose of lowering the threshold of online learning. These students reported that their metacognitive awareness about their own learning processes was raised, which made it possible for them to progress towards and access the online learning experience. Data collected during the course were analysed following the grounded theory method and a framework for raising metacognitive awareness was created.


Article metrics loading...

Loading full text...

Full text loading...


  1. Charmaz, K
    (2014) Constructing grounded theory. London: Sage Publications.
    [Google Scholar]
  2. Coviello, L. , Sohn, Y. , Kramer, A.D.I. , Marlow, C. , Franceschetti, M. , Christakis, N.A. , & Fowler, J.H
    (2014) Detecting emotional contagion in massive social networks. PLoS ONE, 9(3), e90315. doi: 10.1371/journal.pone.0090315
    https://doi.org/10.1371/journal.pone.0090315 [Google Scholar]
  3. Dörnyei, Z
    (2007) Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.
    [Google Scholar]
  4. Facebook
    . [S.a.] [Online]. Retrieved 2014: www.facebook.com
  5. Fernàndez, C. , & Gil-Rodríguez, E
    (2011) Facebook as a collaborative platform in higher education: The case study of the Universitat Oberta de Catalunya. Technology-Enhanced Systems and Tools for Collaborative Learning Scaffolding Studies in Computational Intelligence, 350(1), 27–46. doi: 10.1007/978‑3‑642‑19814‑4_2
    https://doi.org/10.1007/978-3-642-19814-4_2 [Google Scholar]
  6. Flavell, J.H
    (1979) Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911. doi: 10.1037/0003‑066X.34.10.906
    https://doi.org/10.1037/0003-066X.34.10.906 [Google Scholar]
  7. Gasiorek, J. , & Van de Poel, K
    (2012) Divergent perspectives on language-discordant mobile medical professionals’ communication with colleagues: An exploratory study. Journal of Applied Communication Research, 40(August), 368–383. doi: 10.1080/00909882.2012.712708
    https://doi.org/10.1080/00909882.2012.712708 [Google Scholar]
  8. Government of United Kingdom
    . Ethnographic research. [S.a.] [Online]. Retrieved onJuly 4, 2013: https://www.gov.uk/service-manual/user-centred-design/user-research/ethnographic-research.html.
  9. Greenhow, C. , & Robelia, B
    (2009) Old communication, new literacies: Social network sites as social learning resources. Journal of Computer-Mediated Communication, 14(4), 1130–1161. doi: 10.1111/j.1083‑6101.2009.01484.x
    https://doi.org/10.1111/j.1083-6101.2009.01484.x [Google Scholar]
  10. Hara, N. , & Hew, K.F
    (2007) Knowledge-sharing in an online community of health-care professionals. Information Technology & People, 20(3), 235–261. doi: 10.1108/09593840710822859
    https://doi.org/10.1108/09593840710822859 [Google Scholar]
  11. Henkel, J. , & Block, J
    (2013) Peer influence in network markets: A theoretical and empirical analysis. Journal of Evolutionary Economics, 23, 925–953. doi: 10.1007/s00191‑012‑0302‑4
    https://doi.org/10.1007/s00191-012-0302-4 [Google Scholar]
  12. Huffman, J. , & Jacobson, A
    (2003) Perceptions of professional learning communities. International Journal of Leadership in Education, 6(July 2014), 239–250. doi: 10.1080/1360312022000017480
    https://doi.org/10.1080/1360312022000017480 [Google Scholar]
  13. Inkelas, K.K. , & Weisman, J.L
    (2003) Different by design: An examination of student outcomes among participants in three types of living-learning programs. Journal of College Student Development, 44, 335–368. doi: 10.1353/csd.2003.0027
    https://doi.org/10.1353/csd.2003.0027 [Google Scholar]
  14. Kimmerle, J. , Moskaliuk, J. , Oeberst, A. , & Cress, U
    (2015) Learning and collective knowledge construction with social media: A process-oriented perspective. Educational Psychologist, 50(2), 120–137. doi: 10.1080/00461520.2015.1036273
    https://doi.org/10.1080/00461520.2015.1036273 [Google Scholar]
  15. Knight, W.E
    (2003) Learning communities and first-year programs: Lessons for planners. Planning for Higher Education, 31(4), 5–12.
    [Google Scholar]
  16. Medics on the Move (MoM)
    . Language solutions where and when you need them. [S.a.] [Online]. Retrieved 2014: www.medicsmove.eu
  17. Morgan, D.L
    (2008) Emergent design. In L.M. Given (Ed.), The SAGE encyclopedia of qualitative research methods. London: SAGE Publications.
    [Google Scholar]
  18. Paris, S.G. , & Winograd, P
    (1990), How metacognition can promote academic learning and instruction. In B.F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15–51). Hillsdale, NJ: Lawrence Erlbaum Associates.
    [Google Scholar]
  19. Peters, J.R. , & Stearns, D.E
    (2003) Bringing educational relevancy to the first-year college experience by bearing witness to social problems. Journal of Experiential Education, 25, 332–342. doi: 10.1177/105382590302500307
    https://doi.org/10.1177/105382590302500307 [Google Scholar]
  20. Pike, G.R. , Kuh, G.D. , & McCormick, A.C
    (2010) An investigation of the contingent relationships between learning community participation and student engagement. Research in Higher Education, 52, 300–322. doi: 10.1007/s11162‑010‑9192‑1
    https://doi.org/10.1007/s11162-010-9192-1 [Google Scholar]
  21. Pintrich, P.R
    (2002) The role of metacognitive knowledge in learning, teaching and assessing. Theory into Practice, 41(4), 219–225. doi: 10.1207/s15430421tip4104_3
    https://doi.org/10.1207/s15430421tip4104_3 [Google Scholar]
  22. Schraw, G
    (1998) Promoting general metacognitive awareness. Instructional Science, 26, 113–125. doi: 10.1023/A:1003044231033
    https://doi.org/10.1023/A:1003044231033 [Google Scholar]
  23. Shea, N. , Boldt, A. , Bang, D. , Yeung, N. , Heyes, C. , & Frith, C.D
    (2014) Supra-personal cognitive control and metacognition. Trends in Cognitive Sciences, 18(4), 186–193. doi: 10.1016/j.tics.2014.01.006
    https://doi.org/10.1016/j.tics.2014.01.006 [Google Scholar]
  24. South Africa Government
    (2014) Department of arts and culture official language policy. [S.a.] [Online]. RetrievedJanuary 23, 2015: www.gov.za/documents/department-arts-and-culture-official-language-policy
  25. Stassen, M.L.A
    (2003) Student outcomes: The impact of varying living-learning community models. Research in Higher Education, 44, 581–613. doi: 10.1023/A:1025495309569
    https://doi.org/10.1023/A:1025495309569 [Google Scholar]
  26. Stewart, M.A
    (1995) Effective physician-patient communication and health outcomes: A review. Canadian Medical Association Journal, 152(9), 1423–1433.
    [Google Scholar]
  27. Survey Monkey Gold
    . [S.a.] [Online]. Retrieved 2014: www.surveymonkey.net.
  28. Tarricone, P
    (2011) The taxonomy of metacognition. Hove: Psychology Press.
    [Google Scholar]
  29. Thompson, C
    (2013) Smarter than you think. How technology is changing our minds for the better. New York: The Penguin Press.
    [Google Scholar]
  30. Van de Poel, K. , & Fourie, C
    (2013) A critical approach to the development of blended medical communication training materials. Stellenbosch Papers in Linguistics Plus, 42, 1–19. doi: 10.5774/42‑0‑144
    https://doi.org/10.5774/42-0-144 [Google Scholar]
  31. Van de Poel, K. , Fourie, C. , & Seberechts, K
    (2013) Medics on the Move South Africa: Access to medical words. Studies in Self-Access Learning Journal, 4(4), 338–351.
    [Google Scholar]
  32. Veenman, M.V.J. , Van Hout-Wouters, B.H.A.M. , & Afilerbach, P
    (2006) Metacognition and learning: Conceptual and methodologial considerations. Metacognition and Learning, 1, 3–14. doi: 10.1007/s11409‑006‑6893‑0
    https://doi.org/10.1007/s11409-006-6893-0 [Google Scholar]
  33. Waters-Adams, S
    (2006) Action research in education. [Online] Retrieved: March 8, 2013www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm.
    [Google Scholar]
  34. Weideman, A.J
    (2003) Assessing and developing academic literacy. Per Linguam, 19(1&2), 55–65.
    [Google Scholar]
  35. Wenger, E
    (1998) Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press. doi: 10.1017/CBO9780511803932
    https://doi.org/10.1017/CBO9780511803932 [Google Scholar]
  36. Wenger, E. , McDermont, R. , & Snyder, W.M
    (2002) Cultivating communities of practice. Boston, MA: Harvard Business School Press.
    [Google Scholar]
  37. Wohn, D.Y. , Ellison, N.B. , Khan, M.L. , Fewins-Bliss, R. , & Gray, R
    (2013) The role of social media in shaping first-generation high school students’ college aspirations: A social capital lens. Computers and Education, 63, 424–436. doi: 10.1016/j.compedu.2013.01.004
    https://doi.org/10.1016/j.compedu.2013.01.004 [Google Scholar]
  38. Zourou, K
    (2012) On the attractiveness of social media for language learning: A look at the state of the art. Apprentissage des Langues et Systèmes d’Information et de Communication, 15(1).
    [Google Scholar]
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error