This 2008 study illustrates how the teachers’ feedback enhanced the metacognitive reflection process of the students, as in the knowledge and awareness of one’s own cognitive, emotional and motivational processes.

Authors claim that reflection “expresses an awareness of the learning process” and “it facilitates the organization of relevant previous experiences, prior knowledge and the articulation of the links between action and thought”.

Two tools have been used, the MCSR (Metacognitive tool for students’ reflection) that analyzed three dimensions: personal, task and strategy and the TIOS (tool for analyzing instructor’s online scaffolding) that analyzed four types of scaffolding: technical, content-centered, procedural and metacognitive.

What is interesting was that the types that were used for conceptualizing the data emerged from the participants’ answers. (grounded theory approach)

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