Abstracts - Earli

difficulties to regulate phases of their learning, like concentration or time management. It becameevident that the self-regulative learning skills are rather stable and developing these skills needscontinuous support given by teacher or tutor. The interactive on-line tool IQ Learn was found veryuseful for the students especially at the early stage of studies, particularly in a role of initiatorrising student’s consciousness of their own possibilities to affect ones motivation, learning andoutcomes.“Metacognitive presence” in asynchronous online learning environments: self, mutual and heteroregulationElena Barbera, Open University of Catalonia, SpainAntoni Badia, Open University of Catalonia, SpainTeresa Guasch, Open University of Catalonia, SpainAnna Espasa, Open University of Catalonia, SpainThere are plenty of results and interest shown in presence studies with regard to social, cognitiveand teaching presence as motors for online community of enquiry learning. Nevertheless, littleattention is paid to the regulatory aspects of learning. With this background and these studies inmind, our paper proposes to extend the cognitive presence dimension in terms of themetacognitive aspects that are at the heart of deep learning and high-level skills development. Ourproposal is based on three types of regulatory process (depending on the person providing thereflective elements and monitoring procedures with regard to their own learning in terms ofawareness and self-improvement); ie, distinguishing between self-regulation, mutual regulationand hetero-regulation. These types of regulation are analysed in terms of two levels of analysis:personal and collective level. A specific protocol was applied for dimensions of metacognition,based on both the theory developed from the most relevant contributions and data collectedpreviously in similar scenarios. Four online learning activities (forum, debate, collaborative andindividual work) at a wholly online university were selected for analysis, due to their common usein these kinds of learning environments for assignments and assessment activities. The maincategories for metacognitive presence in online environments are: 1. Design of study plans; 2.Reflective application of study plans, and 3. Monitoring. These categories are analysed from thepersonal and collective perspective as mentioned above. Each category has different indicators tomeet the specific metacognitive profile of each activity. The results point to particular trends foreach learning and teaching activity selected, according to each type of regulation. Likewise, thetypes of regulation complement each other in terms of the degree and quality of presence at thepersonal and collective levels. Other interesting results regarding specific metacognitive indicatorsand relationships are also discussed.The potential of online discussions for effective learning. Combining individual and socialperspective to study cognitive presenceMaria Jose Rochera, University of Barcelona, SpainTeresa Mauri, University of Barcelona, SpainJavier Onrubia, University of Barcelona, SpainInes de Gispert, University of Barcelona, SpainThe aim of this study is to describe and analyse the processes of the individual and socialconstruction of knowledge, as reflected in the cognitive presence in participants’ contributions, ina text-based asynchronous learning environment. From a socioconstructivist perspective ofteaching and learning, the analysis focused on the relationships among cognitive level of postssubmitted by participants, the degree of learning of the contents, and sociocognitive level of the– 614 –