This qualitative inquiry sought to advance metacognitive theory with an understanding in higher-ordered thinking processes to complete a discussion forum as articulated by online undergraduates with learning disabilities. In doing so, descriptions of lived experiences enrich metacognitive theory by answering the research question, how do online…

This study involves an in-depth investigation into elementary teachers' self-directed learning in an online environment. The virtual revisit think aloud, a methodology combining a retrospective procedure with screen recording technology, was used to capture cognitive processes from 15 elementary teachers as they used a professional development…

Despite its unquestionable interest from a theoretical and practical point of view, so far there has been little research on online reading and there is a lack of attention paid to this topic in most European educational institutions. In particular, primary and secondary school teachers are not adequately trained on how and when to intervene to…

This qualitative study examined an innovative methodology, combining screen capture technology and a retrospective think aloud, for exploring the use of Internet-based resources by elementary teachers. Pre-service and in-service teachers explored "The Balanced Literacy Diet," a free, interactive, and evidenced-informed professional…

This article highlights four cognitive processes key to online reading comprehension and how one might begin to transform existing think-aloud strategy models to encompass the challenges of reading for information on the Internet. Informed by principles of cognitive apprenticeship and an emerging taxonomy of online reading comprehension…

This study employed an eye-tracking technique to examine students' visual attention when solving a multiple-choice science problem. Six university students participated in a problem-solving task to predict occurrences of landslide hazards from four images representing four combinations of four factors. Participants' responses and visual attention…