Metacognition and Self-Regulated Learning Constructs

Demographic variables, findings from the Metacognitive Awareness Inventory (Schraw & Dennison, 1994), the Learning Strategies Survey (Kardash & Amlund, 1991), and the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991), as well as accuracy ratings of test performance, were examined in 2 studies. Findings indicated convergence of self-report measures of metacognition, significant correlations between metacognition and academic monitoring, negative correlations between self-reported metacognition and accuracy ratings, and positive correlations between metacognition and strategy use and metacognition and motivation. Limitations of the studies and implications for theory development and future research are discussed.     

Thriving in the Age of Accelerations: A Brief Look at the Societal Effects of Artificial Intelligence and the Opportunities for Libraries

Fifty years of the compounding effects of Moore's Law have led to enormous advances in computer processing power. Increased network speeds, the availability of big data, and machine learning techniques have accelerated the development of artificial intelligence; this promises to dramatically change many industries, including libraries. This article offers some thoughts on the effects of automation on employment, the social and political fallout, and the threats and opportunities for academic and public libraries.     

Virtual Dissection: An Interactive Anatomy Learning Tool

The novelty of three-dimensional visualization technology (3DVT), such as virtual reality (VR), has captured the interest of many educational institutions. This study’s objectives were to (1) assess how VR and physical models impact anatomy learning, (2) determine the effect of visuospatial ability on anatomy learning from VR and physical models, and (3) evaluate the impact of a VR familiarization phase on learning. This within-subjects, crossover study recruited 78 undergraduate students who studied anatomical structures at both physical and VR models and were tested on their knowledge immediately and 48 hours after learning. There were no significant differences in test scores between the two modalities on both testing days. After grouping participants on visuospatial ability, low visuospatial ability learners performed significantly worse on anatomy knowledge tests compared to their high visuospatial ability counterparts when learning from VR immediately (P = 0.001, d = 1.515) and over the long-term (P = 0.003, d = 1.279). In contrast, both low and high visuospatial ability groups performed similarly well when learning from the physical model and tested immediately after learning (P = 0.067) and over the long-term (P = 0.107). These results differ from current literature which indicates that learners with low visuospatial ability are aided by 3DVT. Familiarizing participants with VR before the learning phase had no impact on learning (P = 0.967). This study demonstrated that VR may be detrimental to low visuospatial ability students, whereas physical models may allow all students, regardless of their visuospatial abilities, to learn similarly well.     

Religiosity,the headscarf,and education in Turkey: an analysis of 1988 data and current implications

Previous research highlights the continuing relevance of family culture in explaining educational inequalities in Turkey, especially patriarchal beliefs and practices that discourage investment in the education of girls. We extend that research by introducing two much‐debated, but empirically untested, aspects of family culture – parental religiosity and headscarf preferences. An analysis of a nationally representative sample of 15–19 year olds in 1988 shows that while religiosity had no significant effect on educational attainment, children who lived in families whose fathers expected them to wear a headscarf in public had lower educational attainment, especially girls. The large negative headscarf effect suggests that the government ban on headscarves in schools may be an obstacle to eliminating gender inequality in education. The results are discussed in light of recent trends in Turkish society.