In the development and teaching of this course, the following goals were set in terms of curriculum content, I sought to provide students with new theory and skills, to guide students to new analytical insight, and to guide them through the use the creative process regarding motivation, I sought to lead students through class work, not only with a sense of purpose, but at times with a sense of inspiration and eagerness. This inquiry was begun to determine the effectiveness of online curriculum delivery for teaching such a course. Media Arts was selected because it requires the production of art works as well as theory and skills-based learning. This paper documents a case study of the development and teaching of a grade 10 studio-based credit course. Their interviews also showed how students see some benefits from journaling, but generally feel that journaling is not necessary for them to think and reflect.
Interviews with the students (n=6) exposed their propensity to be externally motivated to do what the teacher asked of them. ^ The participating teacher's interview revealed that she had metacognitive goals, but viewed students' journals as an assignment worth the exercise and not necessarily one in which she was monitoring their thoughts. Chi square tests (χ 2=52.705) (8, N=675, p=.000) also established a statistical difference in the type of responses to the prompt and the level of metacognition of the responses. Direct responses to the prompt also resulted in the most instances of 'high' metacognition (22.96%). Analysis of student responses in relationship to the journal prompt also showed that most journal entries were direct responses to the prompt (69.92%). ^ The coding of students' journal entries revealed a matrix of different levels (i.e., no, low, medium, and high) and types of metacognition (i.e. ^ On the Metacognitive Awareness Inventory, a self-reported measure of students' metacognitive abilities, more students' (75%) MAI scaled scores fell into the low range than the high, suggesting a generally low self-concept of their metacognitive ability. The participating teacher and a sub-set of students from the sample (n=6) were interviewed at the conclusion of the observation period. During this observation period, the journal entries of the sample were collected and analyzed for their metacognitive properties.
After administering the inventory, the selected classroom was observed on eleven occasions over the course of eight weeks. The study began by giving the Metacognitive Awareness Inventory to a class of twelfth grade English Language Arts students (N=16). This study sought to address this problem by using students' reflective journal writing to describe student metacognition within the context of their normal classroom interactions. Metacognition-thinking about thinking-is an abstract concept which makes it difficult to teach and assess.
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