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Online Undergraduates with Learning Disabilities and the Processes of Metacognition to Complete Discussion Forums : = A Grounded Theory Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Online Undergraduates with Learning Disabilities and the Processes of Metacognition to Complete Discussion Forums :/
其他題名:	A Grounded Theory Study.
作者:	Martin, Sarah E.
面頁冊數:	1 online resource (179 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
標題:	Higher education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438015975

Online Undergraduates with Learning Disabilities and the Processes of Metacognition to Complete Discussion Forums : = A Grounded Theory Study.
Martin, Sarah E.

Online Undergraduates with Learning Disabilities and the Processes of Metacognition to Complete Discussion Forums :A Grounded Theory Study. - 1 online resource (179 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ph.D.)--Capella University, 2018.

Includes bibliographical references

This qualitative inquiry sought to advance metacognitive theory with an understanding in higher-ordered thinking processes to complete a discussion forum as articulated by online undergraduates with learning disabilities. In doing so, descriptions of lived experiences enrich metacognitive theory by answering the research question, how do online undergraduates with learning disabilities describe the processes of metacognition to complete discussion forums in a virtual think-aloud protocol? Nine online undergraduates with learning disabilities participated in think-aloud sessions and interviews from two post-secondary institutions in the Mid-Atlantic States. Modeling grounded theorist Charmaz (2014), data collection included semistructured interviews, field notes, and memo writing, and data analysis included initial coding, focused coding, axial coding, theoretical coding, and emerging theory. Findings of the study indicate self-awareness is a basis and recurring theme in metacognitive thinking processes and evolves through a progression of four levels to complete an online discussion forum. Member-checking methods confirm acceptance of the findings for inclusion into metacognitive theory.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438015975Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

Online Undergraduates with Learning Disabilities and the Processes of Metacognition to Complete Discussion Forums : = A Grounded Theory Study.
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504 $a Includes bibliographical references
520 $a This qualitative inquiry sought to advance metacognitive theory with an understanding in higher-ordered thinking processes to complete a discussion forum as articulated by online undergraduates with learning disabilities. In doing so, descriptions of lived experiences enrich metacognitive theory by answering the research question, how do online undergraduates with learning disabilities describe the processes of metacognition to complete discussion forums in a virtual think-aloud protocol? Nine online undergraduates with learning disabilities participated in think-aloud sessions and interviews from two post-secondary institutions in the Mid-Atlantic States. Modeling grounded theorist Charmaz (2014), data collection included semistructured interviews, field notes, and memo writing, and data analysis included initial coding, focused coding, axial coding, theoretical coding, and emerging theory. Findings of the study indicate self-awareness is a basis and recurring theme in metacognitive thinking processes and evolves through a progression of four levels to complete an online discussion forum. Member-checking methods confirm acceptance of the findings for inclusion into metacognitive theory.
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538 $a Mode of access: World Wide Web
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