Students in virtual, technology-enhanced environments generally do not deploy effective metacognitive strategies unless guided by appropriate scaffolding¶

Claim · All claims
Evidence · 1 study · design r3 · q2
Currency · newest study 2026 · checked against its sources 2026-10-29 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Research shows students can struggle in virtual learning environments if inadequately supported and generally do not deploy effective metacognitive strategies without scaffolding. → O'Neill 2026

Evidence¶

O'Neill 2026¶

O'Neill, E. J., Fulton, C., Matthews, J., & Hensey, C. (2026). Metacognition design framework to aid metacognitive skill development in university students supported by the virtual learning environment. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10574-y

q2 · i? · design · r3

Background assertion from the literature review, attributed to Land (2000) and Land & Jonassen (2012); the article offers no new data for it. Motivates scaffolding within the framework and the risk of unsupported blended learning.

"research shows that students can struggle in virtual, technologically enhanced learning environments if inadequately supported, and generally do not deploy effective metacognitive strategies unless guided by using appropriate scaffolding (Land, 2000; Land & Jonassen, 2012)."

Discussion¶

Learner Variables¶

• Metacognition — outcome: instruction changes it

Related Claims¶

• Some GenAI tools can inhibit productive struggle by reducing cognitive effort (metacognitive laziness) — related
• Low-prior-knowledge students struggle to deploy key self-regulatory processes during learning — related
• The AI's nonjudgmental conversational tone and adaptive prompting fostered risk-taking and productive struggle in a psychologically safe environment — related
• Metacognitive Strategies Improve Learning — related