THE DETERMINANT FACTORS INFLUENCING METACOGNITIVE
ASPECT OF THE ICT-BASED DISTANCE LEARNING
GRADUATES
Slameto
Satya Wacana Christian University Salatiga slameto_uksw@yahoo.com
Abstract
This study was aimed at describing the quality of metacognitive BEPIT students based on the alumni assessment. In addition, the study tried to find determinant factors of the program participants’ metacognition, and what variables can be included for effective treatments in order to improve the quality of the program. The problems in this study were 1) What is the success rate of Satya Wacana Christian University’s ICT-based Open and Distance Learning (ODL) program in encouraging and supporting students’ metacognition?, 2) What are the supporting factors that determine the development of metacognition? Factors in this research were limited to 1) enrichment, 2) a catalyst for change in education, 3) preparation of future life in society ICT, 4) economic development of the country, 5) gaps between campus lectures and off-campus lectures, and 6) curriculum. Knowing the quality of metacognitive development of the ICT-based ODL program will be very useful for managers as feedback in continuing such a program. Theoretically speaking, this study has found a determinant model for the development of program metacognition, in such a way that a program policy or its practice can be implemented to improve the quality of lectures in an effective way.
This study was conducted on the basis of the assessment of the alumni who had attended BEPIT. The source of data came from 33graduate alumni of BEPIT, Satya Wacana Christian University (SWCU). Data were collected through a self-rating scale consisting of 40 items that have been proven valid and reliable. Data analysis was descriptive and used the regression analysis aided by SPSS for windows version 20.
The performance of the BEPIT ICT-based program in developing the student's metacognition is 44.90% at the high level and 4.50% at the very high level. There are two determinants for the success of the BEPIT performance: 1) the narrowing down of the gap between on-campus and off-campus lectures as a result of the ICT access, and 2) the readiness of the student’s life in entering the future ICT-based society. Both factors contributed as much as 48.90% influence. Other variables are 1) enrichment, 2) catalyst for educational change, 3) economic development of the country, and 4) curriculum, which is supported by data but does not affect the performance and success of conducting the BEPIT- ODL in the attempts to support and encourage the metacogninitive development. Therefore, the development of distance learning should be focused on the lecturer. Promoting lecturer is a more critical factor in order to teach more professionally, to become a curriculum developer, and a builder of teaching-learning process. It is suggested that future research and intervention programme be aimed at helping improve achievement among university students while taking into account the importance of metacognitive and other factors.
Keywords: ICT-based BEPIT-ODL Program, Metacognition, Preparation for Future Life, Reducing the Gap
Introduction
The classes of the Bachelor of Education Program for the In-service Teachers (BEPIT) that were conducted through Open/Distance Learning (O/DL) is deemed feasible to produce an under-graduate education equivalent to regular on-campus graduate programs. BEPIT is an acceleration program to increase primary school teacher’s academic qualification to S-1 level. In Indonesia
if one has a doubt about the recognition of this program in its effort to upgrade the teachers’ academic qualification [1].
ICT-based BEPIT provides education program that is specifically offered to permanent teachers in positions that do not have a Bachelor’s degree. The program allows teachers to have a greater opportunity to comply with the duties and responsibilities [2]. In addition, the program is expected to fulfil the requirement of such a teacher education system that is efficient, effective, and accountable as well as offering wider access to educational services without sacrificing the quality. The completion of the ICT-based BEPIT is regulated and defined by the organizing university in accordance with the academic rules/guidelines in effect. Students who have completed this program are entitled to be a holder of Bachelor's degree and diplomas issued by the university.
SWCU has started organizing the ICT-based BEPIT since 2009. This improvement program in the academic qualifications of the primary school teachers through Primary Teacher Educational Program uses open/distance education system. Even if the monitoring and evaluation ever conducted by the Ministry of Education, there are skills. This way, it will produce information for the inclusive community to enhance democracy, to increase social participation, to annihilate obstacles to modernization, and to empower citizens who are left behind in the process of development. Its success will depend on the acceptance of ICT by the citizens.
The main factors which can influence the extent to which ICT my create transparent culture include 1) access to ICT, 2) trust, 3) empowerment, 4) social capital, and 5) the acceptance of transparent bureaucracy. Metacognition refers to knowledge about cognitive processes, and active monitoring and regulation which results in the discussion of this process in achieving an aim or an objective. There are two dimensions of metacognition: 'self-assessment' and 'self-management'. Self-management cognition refers to
'metacognition in action' or, individual ability to make a plan and to apply an accurate strategy to do monitoring, to arrange and to discuss a problem in their performance. The important characteristic of the metacognitive approach is that the objective or a particular outcome is not imposed on the learners, rather the learners are encouraged to identify, articulate and pursue personal and relevant objective, including a study on things related to skills, attitude, values and understanding, integration and school leadership.
Metacognition is a term introduced by Flavell in 1976 which creates a lot of debates in his definition. The result is that metacognition is not always the same in a variety of research in the area of psychology, and it cannot be applied in only one area of psychology. However, the meaning of involves active control on cognitive process. It can be defined as thinking about thinking or, one’s cognition on cognition. Metacognition is a form of cognition, or a process of immunization, which includes a higher level of thinking, involving control on cognitive activity. Metacognition is an awareness on our own cognition, i.e., how our cognition works and how to control. This kind of ability is very important especially for the efficient use of our cognition in solving a problem. means that cognition knowledge is one’s awareness of what one really knows and cognition regulation is how one arrange his or her cognitive activity in an effective way. Therefore, cognition knowledge contains declarative, procedural, and conditional knowledge, while cognition regulation includes planning activity, prediction, monitoring, testing, revision, checking, and evaluation.
developing a plan for learning activity, 2) identifying strengths and weaknesses in learning activity, 3) setting up a learning program for concepts, skills, and new ideas, 4) identifying and using every day experiences as learning resources, 5) utilizing modern technology as learning resources, 6) leading and participating in group discussions and problem solving, 7) learning and benefitting from certain people’s experiences who have been successful in a particular area, and 8) understanding supporting factors for successful learning. One’s success in learning is affected by his or her metacognitive ability.
An important characteristic of the meta-cognitive approach is that, rather than specific objectives or outcomes being imposed on learners, participants are encouraged to identify, articulate and pursue personally relevant goals, including those related to skills, attitudes, confidence, values and understandings, integration and school leadership [8].
Research on metacognition becomes very important as seen in Saemah Rahman and John Arul Phillips’ research outcome [9] which shows that metacognitive awareness had a direct, positive relationship with academic achievement while performance goal orientation had a direct but negative relationship with academic achievement. The results also showed that self-efficacy and learning goal orientation were indirectly related to academic achievement via metacognitive awareness.
Metacognition enables teachers to make a reflection on the process of teaching, both at individual and group levels (for example, in a conference and joint product in electronic/on-line self assessment). By stimulating teachers and students to think about teaching-learning process, ICT may make some aspects of the teacher’s pedagogy more accurate and efficient.
RP. Alkadrie and A. Mirza [9] conducted a research on factors which influence level of metacognition in a problem solving and found that there is relative similarity in each score, namely internal factors, i.e., student’s memory in the subject being mastered and student’s learning strategy being applied) and external factors (availability of learning facilities at home, opportunity for expressing ideas or thoughts from parents in children’s study hours, parents’ attention to children’s study hours, and student’s participation in school organizations).
In the learning system perspective, metacognitive development as an output is influenced by the following process factors: 1) to what extent the ICT-based long distance classes are able to develop not only a remedial program for failing students, but also an enrichment for passing students, 2) the role of ICT as a change catalisator in education, 3) the role of ICT in developing the future of the students in the ICT community, 4) how the ICT-based classes support and encourage the country’s economic development, 5) how the gap between on-campus classes and off-campus classes with access to ICT can be reduced, 6) the possibility of ICT for teachers to show any opportunity and implication in teaching-learning activities within the context curriculum: planning, executing, and evaluating.
This study aimed to describe the quality of student metacognitive BEPIT program based on an assessment of the alumni; In addition this study program in the future.
enabled utilization of many varieties of media at one time in a form of learning multimedia. The use of interactive multimedia which have audio-visual components to deliver learning materials can attract students’ attention to learn [11]. Interactive multimedia can also give opportunity to students to perform semi-experiments and exploration to enhance learning experiences in a way more than just listening to the teacher’s explanation [Var. X1].
If the learning process is supported by technological competence without special teacher’s need, the learner or the learning content refers to the push education. If the learning process is not supported by technology but is directed to teacher’s request or needs, the learner or the learning material refers to the pull education. The technological concept of push and pull education is related with two famous positions of technology and education, that is, a belief which considers technology as a change catalisator in education in one hand, and another belief that technology must follow educational needs in the other hand.
During the last decade, such an approach has been dominant in many countries in relation to the introduction of information technology in education [12]. The consequence is that many schools have made investment in IT infrastructures and learning materials. They added their traditional learning materials and methods with IT without changing their educational practices. Furthermore, many countries have established national or regional portals which offer contents for teaching and learning. It is assumed that the provision of resources rich in digital information will increase transfer of knowledge. Easy access to a large number of educational contents is viewed as a possibility for schools to apply new pedagogical methods in their teaching and learning processes. The availability of information technology is expected to uplift its uses and transformation of learning at schools. With technological support, digital contents can provide easy discovery, access, manipulation, mixing and spreading information [Var. X2].
An important finding in Zainal Arifin’s study [13] was that the principal, teachers, and community at large put emphasis on the importance of using ICT in education as a preparation for future life in the 21st century. The 21st century skills include literacy in the digital era (functional literacy, visual literacy, scientific literacy,
technological literacy, information literacy, cultural literacy, global awareness), inventive thinking, high level thinking and logic, effective communication, and high productivity. It is further stated that the perception of the principals, teachers, and community on the use of the ICT is very positive. There is a lot of the ICT to be used as learning resources an teachers have frequently made use of it in teaching. Eventually, it is also recommended that ICT be used in learning in congruent with the school vision and mission, inasmuch as the traditional teaching-learning orientation remain to be considered important and dominant. Some uses of ICT in teaching-learning process are, among others, presentation, demonstration, and virtual classes. By using ICT, we can develop creativity and eventually prepare ourselves to compete with global world which require us to immerse in the technology [14] [Var. X3].
A Microsoft Corporation (2007) report on its ICT initiatives in Africa acknowledged that technology alone does not drive development but enables it. In the report, while noting that 300 million Africans live on less than $1 per day, it is asserted that ICTs offer special opportunities to stimulate growth and increase innovation in every local setting, thereby enabling individuals and institutions to interact more productively with the global economy and the wider world. But to realize their potential, technologies must be part of a mix of productive changes and supporting capabilities. Resources must be matched by resourcefulness – combined with other initiatives by local leaders, educators and entrepreneurs to achieve individual and institutional objectives. “ICT4Development” is therefore an effort to distinguish the most constructive opportunities to apply technologies for growth and poverty reduction. According to Sara Hennessy and Brown Onguko [15] used plans on the relevant vision for Rwanda mission strategies which in the case of ICT the third is to improve the human resource development capacity of Rwanda to meet the changing demands of the economy. Slameto’s finding [16] shows that the performance of Satya Wacana Christian University’s ICT-based ITEP supports and encourages the country's economy at the high and very high level [Var. X4].
learning process which uses or utilizes ICT as a tool which is available anytime and anywhere needed, in a way that it can overcome problems of space and time. Viewed from learning effectiveness, e-Learning is an interesting thing and can motivate students to make a try so that the number of participants may be increased. E-Learning which is designed in an interesting instruction and equipped with multimedia-based materials can motivate comprehension of the learning content. As for time flexibility, e-Learning makes students adapt their study time so as to access learning materials whenever they want. Concerning space flexibility, e-Learning learners can access materials wherever they can so long as their computer is connected with the internet network. The same is for speed of learning, e-Learning can be adjusted with each student’s pace of learning. This way, the system is able to reduce the gap between on-campus and off-campus learning via access to ICT [Var. X5]
UNESCO [16] has identified 4 (four) stages in the education system which adopts ICT, namely 1) emerging stage, 2) applying stage, 3) infusing stage, and 4) transforming stage. The infusing stage is integrating curriculum with the ICT. Universities and schools have developed computer-based instruction in labs, in classes, and in administrative work. Educators can explore things through new understanding, in which ICT makes a change in professional productivity (facilitating learning). To sum up, the advantages for teachers are (i) opening an opportunity to develop ICT-based teaching materials which are interesting, innovative, stimulating student’s curiosity, (ii) helping to arrange lesson plans and providing comprehensive and the most recent multimedia resources, (iii) helping teachers to monitor student’s learning progress, (iv) facilitating teachers to make reports and to communicate with parents, (iv) helping teachers to make assessment of learning outcome on the basis of authentic assessment. The use of ICT in the learning process is an integration of ICT and learning system. UNESCO [16] has claimed that curriculum
integration is a form of utilization of ICT ability to give an added value to the process of learning. ICT enables teachers to understand opportunity and implication for teaching-learning in the context of curriculum, i.e., planning, performing, evaluating, and following up. Recently the use of ICT in education can be done through a variety of modes which is known as Open Education and Distance Education [Var. X6].
The problems of this research are 1) How successful is the SWCU’s ICT-based Open/ Distance Learning in supporting and motivating student’s metacognitive development? 2) What supporting factors determine the metacognitive development? The factors in this research are limited into 1) enrichment, 2) educational change catalisator, 3) future life preparation of citizens in the ICT community, 4) country’s economic development, 5) gap between campus lectures and off-campus lectures, and 6) curriculum. Knowing the quality of students’ metacognitive development in the ICT-based O/DL program and at the same time finding he supporting factors are very useful for a program manajer as a feedback in continuing such a program. Theoretically speaking, this study has found a particular determining model for the ICT-based metacognitive program so that further research and policy making and practice can be done to increase the quality of effective teaching by taking into account metacognition and its determinants.
RESEARCH METHODS
RESEARCH OUTCOME
After a descriptive analysis of datacollected for dependent variable is the results as follows.
Table 1 Results of a descriptive analysis of dependent variables studied
F % Cumulative %
Low 6 27,3 27,3
Average 6 27,3 54,5
High 9 40,9 95,5
Very High 1 4,5 100,0
Total 22 100,0
Based on the outcome of the descriptive analisis as shown in Table 1 above, it is apparent that 27, 3% if the respondents have developed their own metacognition at low and medium levels. 40,9% of the respondents have developed metacognition at a
high level and only 4,5% are at a very high level. Thus, most of ICT-based BEPIT graduates have mastered their metacognition at the medium and high levels, leaving only less than one third who developed at a low level.
Table 2 Results of a descriptive analysis of all variables studied
Variable Mean Median Std.
Deviation Min. Max.
X1 Enrichment 2,8636 3,00 0,35125 2,00 3,00
X2 Catalyst educational change 2,8182 3,00 0,79501 0,00 4,00
X3 Preparation of future life 2,6364 3,00 0,65795 2,00 4,00
X4 The economic development of the country 2,7727 3,00 0,61193 2,00 4,00
X5 Reducing the gap: on, of-campus 2,6818 3,00 0,56790 2,00 4,00
X6 Curriculum 2,6818 3,00 0,71623 0,00 3,00
Y Metacognitive 2,6136 2,50 0,46115 2,00 3,50
Based on the analysis presented in Table 2 above, it turns average value (mean) variables: Y (metacognitive), larger than the figure the median, this means that the spread of this variable has a tendency toward higher; While the average value of variables: X1 (Enrichment lectures
according the curriculum), X2 (Catalyst
educational change), X3 (Preparation of future life
in society ICT), and X4 (Support and promote the
economic development of the country) X5(Reducing the gap between college-campus
and off-campus with access to ICT), X6 (the
curriculum) is less than the median, this means deployment of each variable in question has a
tendency towards lower. Furthermore, to determine the metacognitivegraduated Bachelor Degree conducted a descriptive analysis of the results are at the level of moderate and high (68.20%).There was 27,30% at the low level.
Table 3: Model Summary
Model R R Square Adjusted R Square
Std. Error of the Estimate
1 0,599a 0,359 0,327 0,37831
2 0,733b 0,538 0,489 0,32967
a. Predictors: (Constant), X5 Reducing the gap: on, of-campus
b. Predictors: (Constant), X5 Reducing the gap, X3 Preparation of
future life
Based on the results of the analysis as presented in Table 3 above, obtained a summary of that X7
(Reducing the gap: on, of-campus) be the determinant of the metacognitive (Y) of 32,70% (Model 1), which when followed by the X3
(Preparation for future life), its effect on the Y (metacognitive) amounted to 48.90% (model 2). This means that only less than 51,20% are influenced by the other variables that are not observed in this model. Other variables, namely: X1
(Enrichment lectures according the curriculum), X2
(Catalyst educational change),X4 (Support and
promote the economic development of the country), and X6 (curriculum) supported the data
does not affect the Y (metacognitive).
Furthermore, to determine significance of the findings of the above three models, the results of the ANOVA analysis can be examined in the Table 4 below.
Tabel 4: ANOVAc
Model Sum of Squares df Mean Square F Sig.
1 Regression 1,603 1 1,603 11,204 0,003a
Residual 2,862 20 0,143
Total 4,466 21
2 Regression 2,401 2 1,200 11,045 0,001b
Residual 2,065 19 0,109
Total 4,466 21
a. Predictors: (Constant), X5 Reducing the gap: on, of-campus
b. Predictors: (Constant), X5Reducing the gap, X3 Preparation of future life
c. Dependent Variable: Metaconitif
Based on the results of stepwise multiple regression analysis models as presented in Table 4 above, F = 11,204 was obtained with the significance level of 0.003 (Model 1), F = 11,045 with a significance level of 0.001 (model 2). This means that the two variables in Model 1 (X5 = Reducing the gap: on,
of-campus), and Model 2 (X5 = Reducing the gap,
and X3 = Preparation of future life), become
determinants of the student’s metacognitive of the ICT-based with data support to meet the level of significance.
To build influential equation model of the 2 variables, i.e., (X5 = Reducing the gap: on,
of-campus), and (X5 = Reducing the gap, and X3
Tabel 5: Coefficientsa
Model
Unstandardized Coefficients
Standardized
Coefficients t Sig.
B Std. Error Beta
1 (Constant) 1,309 0,398 3,287 0,004
X5Reducing the gap 0,487 0,145 0,599 3,347 0,003
2 (Constant) 0,580 0,439 1,321 0,202
X5Reducing the gap 0,467 0,127 0,575 3,678 0,002
X3Preparation of future life 0,297 0,110 0,423 2,709 0,014
a. Dependent Variable: Metaconitif
Based on the results of the analysis presented above, it turns out that the success of the ICT based ITEP in encouraging/supporting the metacognitive (Y) is not affected by X1
(Enrichment lectures according the curriculum), X2 (Catalyst educational change), X4 (Support and
promote the economic development of the country), and X6 (curriculum), but is determined
by the variation of ICT-based in: (X5) Reducing
the gap, and X3)Preparation of future life.
DISCUSSION
The success of the ICT based BEPIT in encouraging/supporting the metacognitive is determined by the variation of ICT-based inreducing the gap between college-campus and off-campus with access to ICT, and preparation of future life.
ICT has made the class-room transaction more interesting. It has extended the teaching learningprocess beyond the boundaries of classroom. Students are now able to use laptop computers andwireless networks anywhere. A computer allows high speed information exchanges tooccur with individuals within the institution as well as around the world. ICT can improve the quality of higher education by promoting experimentations, researches andinnovations, adopting the new strategies in the teaching – learning process and integrating the new information with the best practices. Recently ICT has becomesignificant tool in the field of education. ICT stimulates the learners to acquire quality researchthrough team work, time management, analytical thinking, global consciousness, basic communication, problem solving and guided instruction [18]. ICT has also played a vital role in providing distance education
very effectively. IT provides online delivery of courses, online assessment and online design courses to large number of students at atime. The ICT–based system like digital libraries; online courses, audio and video conferencingcontribute significantly to the area of E- Learning and have opened a new era in the area of ELearning.
such as principal, administrative leadership and technology leadership influence successful use of ICT in schools [19]. This aspect of leadership will help the principal to share tasks with subordinates while focusing on the adoption and integration of technology in the school.
Application of ICT in education and teaching learning process has changed the traditional system of learning to modern ICT based learning. Teaching- learning process is not now limited within the boundaries of classroom. ICT-based learning is reducing the gap between college-campus and off-college-campus.
The development of the information society and the widespread dissemination of Information and CommunicationTechnology (ICT) give rise to new opportunities for learning and acquiring new digital skills and competences that are necessary for employment, education and training, self-development and participation in society. As our societies become more knowledge-based, what people need to learn and know also changes. There is growing awareness in the world that there is a need for a new vision of ICT and learning that takes into account the shifts and trends that are transforming the way people work, learn, train, make sense of their world and have fun in a digitalised, networked and knowledge-based society [20]. Chwee Beng Lee, Timothy Teo, Ching Sing Chai, Doris Choy, Ashley Tan and Jimmy Seah [21] from Nanyang Technological University stated ICT as technology continues to influence many aspects of our social and work lives, it is important that school experiences equip students the skills and knowledge that will enablethem to develop into effective independent, creative, and lifelong learners to cope with the influx of changes.
CLOSURE
ICTs are making major’s difference in the teaching approaches and the ways students are learning. ICT–enhanced learning environment facilitates active, collaborative, creative, integrative, and evaluative learning as an advantage over the traditional method. ICT introduced innovative pedagogies into the classroom, creating network among educational institution, improving overall standard of education by reducing the gap between the quality of education inurban area and rural area, initiation of smart school with objectives
to foster self-paced, self-assessed and self-directed through the application of ICT.
Based on the result of the descriptive analysis, there are 27,3% respondents have developed their respective metacognition at low and medium levels. 40,9% respondents mastered their metacognition at a high level, ad only 4,5% at a very high level. Consequently, most of the ICT-based BEPIT graduates have developed meta-cognition at medium and high levels and only less than one third developed at a low level.
The determining metacognitive factors of the ICT-based BEPIT graduates are their role in reducing the gap between on-campus and off-campus classes, which contributes 32,70% (Model 1). For the preparation of future life, its effect on the metacognition is 48.90% (Model 2). Other variables, namely X1 (Enrichment lectures based on
the curriculum), X2 (Catalyst educational change),
X4 (Support and promote the economic
development of the country), and X6 (curriculum)
supports the data but does not affect the metacognition. Therefore, the development of the distance learning should be focused on the teachers; promoting teachers is a more critical factor and their teaching should be professionally based, i.e., to become curriculum developers and actors of teaching-learning process. It is suggested that future research and intervention program should be aimed at helping teachers and students improve their achievement while taking into account the importance of metacognition and its determinats factors.
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