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Metacognition and Social Presence in Connectivist Learning: An Analysis of Bilibili Interactions

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Publicat a:Education Sciences vol. 15, no. 12 (2025), p. 1673-1691
Autor principal: Lu Huijin
Altres autors: Limniou, Maria, Zhang, Xiaojun
Publicat:
MDPI AG
Matèries:
Collaboration
Social networks
Distance learning
Design
Metacognition
Authentic Learning
Learning Analytics
Learning Activities
Educational Practices
Affective Objectives
Literature Reviews
Educational Resources
Nonverbal Communication
Influence of Technology
Learning Strategies
Learning Processes
Cognitive Processes
Educational Technology
Cognitive Objectives
Cooperative Learning
Computer Mediated Communication
Communities of Practice
Instructional Design
Electronic Learning
Educational Environment
Cognitive Ability
Lifelong Learning
Learner Engagement
Educational Needs
Educational Strategies
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Resum:Connectivist learning has emerged as a contemporary theory in technology-enhanced education, emphasising the importance of learners’ metacognitive skills to manage their learning within connected communities. Despite its growing relevance, limited empirical evidence discussing how learners’ metacognitive patterns interact with the development of learning communities. This study took the first step by empirically investigating the interplay between metacognition and social presence through reciprocal interactions on Bilibili, a learning social media platform in China. From a dataset of 4084 comments, 485 interactions were extracted and analysed using k-means clustering, followed by a chi-square test to explore associations with social presence interactions. The findings reveal that learners actively engage in metacognition processes, particularly planning, monitoring, and evaluating their learning, within connectivist environments. Furthermore, the dynamic exchange of ideas fosters continuous knowledge construction, supporting both lifelong and informal learning. Crucially, the interdependence between metacognition engagement and social presence not only underscores their role in achieving deep and sustainable learning but also highlights the evolving identity of online learners as network facilitators on social media platforms.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15121673
Font:Education Database