Tuguegarao City, Cagayan, Philippines

Seminar in
production
And
Evaluation of
Language course
(METACOGNITIVE READING REPORT)

Submitted by:

MR. JEF-JEF ANAGARAN

Student

Submitted to:

DR. CHIRBET AYUNON

Graduate School Professor
 CAGAYAN STATE
UNIVERSITY
Tuguegarao City, Cagayan, Philippines

METACOGNITIVE READING REPORT

October 21, 2023

JEF-JEF ANAGARAN
Student, PhD in English Language Education

Article: Changing relationship: Who is the learner and who is the teacher in the online
educational landscape?
Author: Dorit Maor
Murdoch University

A. LIST OF TOPICS / CONCEPTS I DO NOT UNDERSTAND

1. More emphasis on social constructivist pedagogy and explain how this pedagogy
promotes better student engagement and spark a meaningful exchange of dialogue
2. Heckman and Annibi’s framework on “what roles discussion leaders perform?” should
be presented.

B. THREE NEW INSIGHTS I HAD AFTER READING THE ARTICLES

I used to think that online learning was ineffective because the learning setup did not foster a
stronger sense of connection since the teacher and the learners could not see each other face to
face. However, after reading the article, the discussion leader can actually replace the teacher
in the online facilitation, fulfilling most of the facilitation roles and the leadership experience
provided them with the opportunity to have a more interactive and reflective teaching-learning
atmosphere. This finding empowers online teacher as a facilitator of learning, as well as
upholds greater learning and empowering experience among learners in the ever-shifting
educational landscape.

I used to think that the teacher was the only source of information and had the authority to
facilitate the teaching and learning process. However, after reading the article, the result’s
findings underscored that discussion leaders performed higher in the four (4) of the seven (7)
categories of facilitation, namely: summing up and confirming (24% compared with 20% of
the teacher’s posting), focusing discussion (13% compared with 7% of the teacher’s postings),
moving the discussion forward (13% compared with 6%of the teacher’s postings), and
debriefing (8% compared with 5% of the teacher’s postings). This implies that learners can
facilitate discussions, allowing them to immerse themselves in online experiences while
learning and sharing their ideas with other students. Therefore, learners can provide valuable
insights, which allow them to be constant source of knowledge and information in an online
learning environment.

I used to think that giving feedback was not essential in the process of teaching and learning.
However, after reading the article, it can be gleaned that encouragement and giving feedback
were 25% of the postings and were more frequently done by the teacher, compared with 19%
done by the discussion leader. This means that teachers must always provide valuable feedback
to allow learners to determine their own learning progress, as this will allow them to work on
their weaknesses while also enhancing their strengths.

LE 315 I Seminar in Production and Evaluation of Language Course 1

 CAGAYAN STATE
UNIVERSITY
Tuguegarao City, Cagayan, Philippines

C. THREE DISCUSSION QUESTIONS I HAVE ABOUT THE ARTICLE

1. Nowadays, many higher education institutions in the Philippines and abroad have
adopted online learning modality as one of their alternative learning deliveries,
allowing learners to manage their academic timetables in a self-paced manner.
Considering this, how do these institutions monitor the quality of online postings
(learning content) that focuses on social, interactive, metacognitive and cognitive
dimensions towards sustaining cognitive development and meaningful learning?

2. In an online learning setup, both synchronous and asynchronous, student-student

interactions have provided learners with equal chances to share their ideas, interact with
others, contribute valuable inputs, as well as take leadership responsibilities in the
online community. Given this, when does the teacher adjust the planned curriculum and
indicate that he or she needs to modify the curriculum to achieve the intended learning
outcomes?

3. Based on the result of the study, scaffolding (11% compared with 12% of the teacher’s
postings) came after moving the discussion forward in terms of percentages and was
very close for both the discussion leaders and the teacher, with the teacher having a
slightly higher percentage of postings in this category. In light of this, what are the
teacher's motivations for scaffolding, and how frequently does he or she use this type
of facilitation?

LE 315 I Seminar in Production and Evaluation of Language Course 2