Metacognition and Social Presence in Connectivist Learning
An Analysis of Bilibili Interactions
Bibliographic Data
| ID | 22045353 |
|---|---|
| Authors | Huijin Lu (0000-0003-3902-1274, Xi’an Jiaotong-Liverpool University), Maria Limniou (0000-0002-6317-4038, University of Liverpool), Xiaojun Zhang (0000-0003-4290-9629, Xi’an Jiaotong-Liverpool University) |
| Year | 2025 |
| Volume | 15 |
| Issue | 12 |
| Pages | 1673 |
| Publication date | 2025-12-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15121673 |
| OpenAlex | W7114770046 |
| Language | EN |
| References cited | 49 |
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
Empirical evidence · Empirical research · Lifelong learning · Metacognition · Reciprocal · Social learning · Social media · Impact of Technology on Adolescents · Innovative Teaching and Learning Methods · Online and Blended Learning
Handbook of Self-Regulation of Learning and Performance
The development of two observational tools for assessing metacognition and self-regulated learning in young children
Critical Inquiry in a Text-Based Environment
Connectivism
Metacognitive theories
Promoting Self-Regulation in Science Education
Interaction Ritual
Social media for English language acquisition in Indonesian higher education
What participation types of learners are there in connectivist learning
An empirical analysis of knowledge co-construction in YouTube comments
Socially shared metacognition in a project-based learning environment
Metacognition and cognitive monitoring
| Citation velocity | historical |
|---|---|
| Highly cited | No |