Hill and colleagues describe their efforts with online versus face-to-face metacognitive and active reading skills lessons introduced by Biology faculty to college students in a nonmajors introductory biology course. Their data showed a statistically significant improvement in both groups in metacognitive awareness and reading comprehension. Best of all they found no difference if the instruction for metacognitive awareness was done online or face-to-face!
Project READ at Mercy is a go. I just got word that our IRB submission has been ruled exempt and we can proceed. I’m excited to begin!