Exploring Asynchronous Implementation of the Gradual Release of Responsibility Framework to Support Graduate Students’ Metacognition When Reading Digital Academic Texts
Bibliographic Data
| ID | 22047951 |
|---|---|
| Authors | Elizabeth Y Stevens (0009-0003-5885-7891, Wesleyan University, corresponding author), Nance S Wilson (0000-0001-7967-8284, SUNY Cortland), Jennie Baumann (0000-0002-7395-285X, Auburn University), Brittany Adams (0000-0001-6198-1840, University of Alabama), Tess M Dussling (0000-0001-9190-1514, St. Joseph's University New York), Linda Smetana (California State University, East Bay), Jane Bean-Folkes (Social and Behavioral Sciences, Marist University, Poughkeepsie, NY 12601, USA), Jane Bean‐Folkes (Marist College) |
| Year | 2025 |
| Volume | 15 |
| Issue | 8 |
| Pages | 1007 |
| Publication date | 2025-08-06 |
| 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/educsci15081007 |
| OpenAlex | W4413006793 |
| Language | EN |
| References cited | 46 |
Learning is occurring increasingly online, often asynchronously, and sometimes that presents a barrier to instructional delivery on metacognitive behaviors that might easily be modeled in traditional classrooms. However, such metacognitive behaviors are essential to engaging deeply with academic texts. The research team involved in this paper is part of ongoing design-based research exploring the use of social annotation to support students as metacognitive readers of digital, academic texts in online asynchronous contexts. In the most recent iteration of this research, the authors designed asynchronous instruction on metacognitive reading using the gradual release of responsibility (GRR) framework. This paper provides rich descriptions of instructors’ instructional moves to scaffold and support students as metacognitive readers of digital, academic texts in asynchronous online classes. Future research should explore the efficacy of GRR as a pedagogical approach used online
Asynchronous communication · Cognition · Graduate students · Linguistics · Mathematics education · Medical education · Metacognition · Multimedia · Pedagogy · Computer Science · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology
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| Highly cited | No |
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