IJIET 2025 Vol.15(10): 2149-2160
doi: 10.18178/ijiet.2025.15.10.2413
doi: 10.18178/ijiet.2025.15.10.2413
Shared Metacognition and Its Relationship to Cognitive and Teaching Presence in the Blended Learning Environment among Bachelor’s Students at the University of Jordan
Amal Sameeh Al-Salti1, Ferial Abu Awwad1, Hani Ayyoub2,*, and Amani Al-Serhan3
1. Department of Educational Psychology, School of Educational Sciences, The University of Jordan, Amman
2. Development and Management Office for E-Learning Platforms, King Abdullah II School of Information Technology, University of Jordan Amman, Jordan
3. Department of Women’s Studies, Center for Women’s Studies, University of Jordan, Amman, Jordan
Email: amalsal.s.2010@gmail.com (A.S.A.-S.); abuawwad@ju.edu.jo (F.A.A.); H.ayyoub@ju.edu.jo (H.A.); alserhan.amani@ju.edu.jo (A.A.-S.)
*Corresponding author
2. Development and Management Office for E-Learning Platforms, King Abdullah II School of Information Technology, University of Jordan Amman, Jordan
3. Department of Women’s Studies, Center for Women’s Studies, University of Jordan, Amman, Jordan
Email: amalsal.s.2010@gmail.com (A.S.A.-S.); abuawwad@ju.edu.jo (F.A.A.); H.ayyoub@ju.edu.jo (H.A.); alserhan.amani@ju.edu.jo (A.A.-S.)
*Corresponding author
Manuscript received March 6, 2025; revised March 21, 2025; accepted June 11, 2025; published October 17, 2025
Abstract—Many factors influence student learning in a blended learning environment. To enhance the teaching–learning process and reduce the communication barriers imposed by screens and remote interaction, it is essential to understand the elements that affect engagement, particularly within collaborative groups. This descriptive correlational study examined the level of shared metacognition and its relationship with cognitive presence and teaching presence in the blended learning environment at the University of Jordan. A cluster-random sampling technique yielded a sample of 948 students drawn from all faculties and both genders. Validated instruments measured shared metacognition, cognitive presence, and teaching presence, and the data were analyzed using means, standard deviations, Pearson correlations, and multiple correlation analysis. Results showed high levels of shared metacognition, cognitive presence, and teaching presence. Statistically significant positive correlations were found between shared metacognition and cognitive presence (r = 0.692) and between shared metacognition and teaching presence (r = 0.593). Shared metacognition also accounted for a substantial proportion of variance in both forms of presence. These findings offer practical guidance for curriculum design in blended settings and help instructors address cognitive and metacognitive dimensions that enhance student motivation and engagement.
Keywords—shared metacognition, teaching presence, cognitive presence, blended learning
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—shared metacognition, teaching presence, cognitive presence, blended learning
Cite: Amal Sameeh Al-Salti, Ferial Abu Awwad, Hani Ayyoub, and Amani Al-Serhan, "Shared Metacognition and Its Relationship to Cognitive and Teaching Presence in the Blended Learning Environment among Bachelor’s Students at the University of Jordan," International Journal of Information and Education Technology, vol. 15, no. 10, pp. 2149-2160, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).