Case-Based Perspective-Taking as a Mechanism to Improve Metacognition and Higher-Level Thinking in Undergraduate Speech-Language Pathology Students

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  • Source:
    Journal of the Scholarship of Teaching and Learning, v19 n3 p91-104 Jun 2019. 14 pp.
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1219635
      Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
    • Peer Reviewed:
      Y
    • ISSN:
      1527-9316
    • Subject Terms:
    • Abstract:
      This case study addressed the authors' efforts to design an 8-week small-group independent study (IS) experience that facilitated undergraduate speech-language pathology students' (n=19) higher-level thinking and overall metacognitive awareness. We hoped to encourage both in order to improve students' overall cognitive growth while enhancing their reflection about and knowledge of professional perspectives regarding the assessment and treatment of laryngeal cancer. To take on this challenge, we combined case-based learning (CBL) and perspective-taking (PT) pedagogies across the IS. Students completed the Metacognitive Awareness Inventory (MAI) pre- and post-IS, and written reflections after each of eight weekly discussion meetings. The MAI was quantitatively analyzed, while reflections were qualitatively coded using Bloom's taxonomy. Findings indicated that metacognitive awareness significantly improved and that higher-level cognitive processing was increasingly evidenced across students' IS experience. Results indicate the potential to maximize metacognition and cognitive processing by combining CBL and PT by the methods used here. Applications of combined CBL and PT to other disciplines and teaching and learning situations will be discussed along with the implications of our findings.
    • Abstract:
      As Provided
    • Number of References:
      -1
    • Physical Description:
      14
    • Education Level:
      Higher Education; Postsecondary Education
    • Journal Code:
      SEP2019
    • Publication Date:
      2019
    • Accession Number:
      EJ1219635
  • Citations
    • ABNT:
      VINNEY, L.; FRIBERG, J. C.; SMYERS, M. Case-Based Perspective-Taking as a Mechanism to Improve Metacognition and Higher-Level Thinking in Undergraduate Speech-Language Pathology Students. Journal of the Scholarship of Teaching and Learning, [s. l.], v. 19, n. 3, p. 91–104, 2019. Disponível em: . Acesso em: 21 nov. 2019.
    • AMA:
      Vinney L, Friberg JC, Smyers M. Case-Based Perspective-Taking as a Mechanism to Improve Metacognition and Higher-Level Thinking in Undergraduate Speech-Language Pathology Students. Journal of the Scholarship of Teaching and Learning. 2019;19(3):91-104. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1219635&custid=s8280428. Accessed November 21, 2019.
    • APA:
      Vinney, L., Friberg, J. C., & Smyers, M. (2019). Case-Based Perspective-Taking as a Mechanism to Improve Metacognition and Higher-Level Thinking in Undergraduate Speech-Language Pathology Students. Journal of the Scholarship of Teaching and Learning, 19(3), 91–104. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1219635&custid=s8280428
    • Chicago/Turabian: Author-Date:
      Vinney, Lisa, Jennifer C. Friberg, and Mary Smyers. 2019. “Case-Based Perspective-Taking as a Mechanism to Improve Metacognition and Higher-Level Thinking in Undergraduate Speech-Language Pathology Students.” Journal of the Scholarship of Teaching and Learning 19 (3): 91–104. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1219635&custid=s8280428.
    • Harvard:
      Vinney, L., Friberg, J. C. and Smyers, M. (2019) ‘Case-Based Perspective-Taking as a Mechanism to Improve Metacognition and Higher-Level Thinking in Undergraduate Speech-Language Pathology Students’, Journal of the Scholarship of Teaching and Learning, 19(3), pp. 91–104. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1219635&custid=s8280428 (Accessed: 21 November 2019).
    • Harvard: Australian:
      Vinney, L, Friberg, JC & Smyers, M 2019, ‘Case-Based Perspective-Taking as a Mechanism to Improve Metacognition and Higher-Level Thinking in Undergraduate Speech-Language Pathology Students’, Journal of the Scholarship of Teaching and Learning, vol. 19, no. 3, pp. 91–104, viewed 21 November 2019, .
    • MLA:
      Vinney, Lisa, et al. “Case-Based Perspective-Taking as a Mechanism to Improve Metacognition and Higher-Level Thinking in Undergraduate Speech-Language Pathology Students.” Journal of the Scholarship of Teaching and Learning, vol. 19, no. 3, June 2019, pp. 91–104. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1219635&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Vinney, Lisa, Jennifer C. Friberg, and Mary Smyers. “Case-Based Perspective-Taking as a Mechanism to Improve Metacognition and Higher-Level Thinking in Undergraduate Speech-Language Pathology Students.” Journal of the Scholarship of Teaching and Learning 19, no. 3 (June 1, 2019): 91–104. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1219635&custid=s8280428.
    • Vancouver/ICMJE:
      Vinney L, Friberg JC, Smyers M. Case-Based Perspective-Taking as a Mechanism to Improve Metacognition and Higher-Level Thinking in Undergraduate Speech-Language Pathology Students. Journal of the Scholarship of Teaching and Learning [Internet]. 2019 Jun 1 [cited 2019 Nov 21];19(3):91–104. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1219635&custid=s8280428