دور ما وراء المعرفة في تعزيز التعلم العميق في MOOCs خلال جائحة كورونا المستجد (كوفيد-١٩)‎

Abstract EN

The situation at higher education institutions has changed in several countries affected by the COVID-19 pandemic.

these universities have implemented a variety of e-solutions to maintain the educational process during the pandemic.

Furthermore, research has revealed numerous advantages of MOOCs in recent years.

However, few studies have been conducted to far to investigate some individual traits, such as learners' metacognitive skills, that may influence learning outcomes in MOOCs.

moreover, fostring deep learning in online courses, such as MOOCs, is a significant problem.

as a result, the goal of this study was to see if metacognition can help promote deep learning in MOOCs during the COVID-19 epidemic.

students in the department of home economics, all of whom were in the seventh grade, took part in the study.

they were separated into two experimental groups based on their metacognition awareness inventory (MAI) scores: high metacognition students and low metacognition students.

data was collected using a three-part deep learning assessment card, which included connecting concepts, forming new concepts, and critical thinking.

MOOCs were found to be more helpful in cultivating deep learning features of strong metacognition skills, as well as deep learning in general.

the results demonstrated significant differences in favor of strong metacognition pupils when it came to backward seeking and slow watching events (HMs).

despite this, there were no statistically significant differences in the pause event between students in both groups.