An analysis of the online information searching strategies and metacognitive skills exhibited by university students during argumentation activities

Abstract

Argumentation and the use of metacognitive skills are effective when implementing and supporting online information searching strategies, Screen recordings, semi structured interviews, online information searching strategy inventory, and the metacognitive awareness inventory were used to collect data. Descriptive, predictive, relational and deductive analysis techniques were used for the analysis of the data. According to the results obtained, argumentation is an effective tool in developing metacognitive skills and information searching strategies. Purposeful thinking, selection of main ideas, evaluation and disorientation online searching strategies are used frequently in the argumentation processes. Argumentation activities strengthen the relationships between information searching strategies and metacognitive skills. Further, argumentation activities can be used to further individuals' experience with online information searching strategies, and to develop their metacognitive skills.