CONCEPT OF METACOGNITIVE ONLINE DISCUSSION MODEL FOR ONLINE TEACHING TO ENHANCE STUDENTS’ ENGAGEMENT AND MASTERY DURING CORONAVIRUS OUTBREAKS

Abstract

This concept paper discusses the design and development of metacognitive online discussion learning models to create active learning and ensure that students master mathematics contents during outbreaks online teaching sessions. The model aims to provide teachers with guidance and reference to produce a simple and effective online teaching to address the problems limitations of internet networks, applications, equipment and motivations of teachers and students during outbreaks. In addition to maintaining motivation, engagement, fun and effective to the students’ mastery of mathematics concepts. This model is an integration of elements from Anderson’s (2002) metacognitive learning strategy model, common active learning criteria proposed by Bonwell & Eison (1991) and online motivated instructional design, ARCS Model (Keller, 1987).