Metacognition in Open-Book Online Assessments

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Arvind Chawla

Independent Researcher

India

Abstract

Metacognition—the awareness and regulation of one’s own cognitive processes—plays a pivotal role in educational success, particularly within open‑book online assessments where learners have continual access to resources. This manuscript explores the theoretical underpinnings of metacognition, examines its manifestation in digital assessment environments, and investigates how targeted instructional interventions can strengthen learners’ metacognitive skills. Employing a convergent parallel mixed‑methods design, the study engaged 250 undergraduate students in an online psychology course, integrating quantitative measures (pre‑ and post‑Metacognitive Awareness Inventory), qualitative think‑aloud protocols, and learning analytics captured via a bespoke LMS dashboard. Guided scaffolding—including planning templates, real‑time monitoring checklists, and structured reflective summaries—was embedded in two of three consecutive assessments. Compared to a baseline assessment without supports, students exposed to scaffolds demonstrated significant gains in metacognitive knowledge (d = 0.96), increased strategic resource consultation, and more sustained time‑on‑task. Think‑aloud data revealed a shift from ad‑hoc searching to deliberate planning and evaluation of answers, while focus‑group feedback highlighted the value of prompts in reducing cognitive overload and enhancing self‑confidence. Furthermore, assessment performance rose from an average score of 72% to 81%, underscoring the practical benefits of metacognitive support. By triangulating survey data, behavioral metrics, and learner voices, this study provides robust evidence that scaffolded metacognitive interventions not only amplify academic performance but also foster deeper engagement and self‑regulated learning habits. Implications for instructional design, LMS feature development, and future longitudinal research are discussed.

Keywords

Metacognition; Open‑Book Online Assessments; Self‑Regulated Learning; Scaffolding; Digital Learning Analytics

References

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