For metacognition it was not so much evaluative, but descriptive (e.g., "First, I read over what I wrote – before I post, because I want to edit it. So, I print it out, then I can more easily read and edit."). When they described how they did things and how they learned things it was metacognitive. This following response is long (she had it in 3 paragraphs), but the perfect example of how the students thought aloud, sharing metacognitive thoughts. Note how the student was even "coaching" herself – a part of self-regulation (Ridley, 1991):

I think the thing I really appreciated the most, recently, was [guest speaker's name]'s comment about "adopting the mantra...we have all the time we need". I've been telling myself that since I read it, every time I've been uptight the last few days.

I was upset to be so far behind on the desktop publishing, but told myself...I'll have the time. I was upset that I didn't finish grading the papers I need to get recorded, before I can average grades on Monday night...I'll have the time. I couldn't do the "bubble sheets" because I haven't finished averaging the grades...I'll have the time. I was resentful we had a 2 hour "motivational" speaker at 8:30 this morning...I'll have the time.

Tonight, after I finished teaching GED classes, I bought a desktop publishing package. I finished grading this afternoon and recorded the grades. The "bubble sheets" everyone else had ready had to be trashed because they were incorrectly coded...so the work I didn't get to do doesn't have to be redone...I'll have the time. I really need to keep repeating it. It seems to be working! :-) [an example of an "emoticon"]

In the online interaction there was evidence of two types of metacognition: personal and professional. First, there was "personal metacognition" about the student as an individual, a learner, and a human. As in "personal reflection," there was a good amount of personal metacognition – the students freely stated thoughts on their own learning and thinking. In this particular situation, these students had plenty of reason and opportunity to discuss these topics. They could discuss their own learning and thinking processes in a number of ways:

(1) as a learner in a graduate level course (specifically on Web-based learning, and in an Instructional Technology program);

(2) as a learner in a new, unique learning environment: Web-based computer conferencing; and,

(3) as a learner in a community of learners with fairly similar interests.

The following are examples of metacognitive responses by the students that demonstrate these learner roles:

• I have spent a small part of today looking at some awesome websites selected by my cohort friends. Their website choices have made me very happy. Now I can give ideas to parents, load weekly reader activities, check out the math sol's and so many other ideas.
• Still my biggest concern is time. I want to do so much, but always seem to be behind. Until I started this program, I never turned in assignments late. Late assignments seem to be the "order of the day" for me now.
• Then there is me. The one who asks questions and sometimes still doesn't get it. So many times I just wait and see what others are doing in Caucus then try to catch up and I attempt to model my work after their work. Asking questions in a large group is good but it can also make you vulnerable too. I don't like risking that!
• I still don't know how to upload a web site without difficulties. I still can't get those little graphics up. I will learn one way or another!

The following one is not only an example of metacognitive behavior, but is also worth noting because of how "personal" it comes across. This points to another constructivist concept, "personal relevance" (Jonassen et al., 1995). This student is sharing personally relevant learning.

• Well, I've just finished my instructional strategies web page. I have to say that it was very frustrating trying to find the links for my topic of choice (it took a few hours). Anyway, it did get done. The funny thing was that after I uploaded it into my GMU account (pictures and all) I shut down my PC and watched some football.

As I was watching TV, I began to think about my web page. Thoughts on how to improve it (background, table, etc) began to roll through my mind. As it turns out, I went back to my trusty PC, removed the original version of my web page and made the adjustments previously noted. Point is, I feel that not only am I completing assignments and 'getting it done' but I am taking great pride in my work and I believe that through the frustration and aggravation, I have become more knowledgeable and confident in my abilities.

Metacognitive comments were also of a professional nature (there was no "social" metacognition), where the students discussed how they proceeded in their thinking as an educator, a professional, and a practitioner. It was difficult to distinguish these from the responses categorized as "professional reflection" in that there were many discussions where the students discussed their beliefs and practices as educators. Again, if it was a description of process (e.g., thinking, teaching behaviors, learning about methods or effective teaching), then it was categorized as "professional metacognition." If the response had an evaluative stance to it (e.g., judging or commenting on the value of a particular method, resource, theory about learning, etc.), then it was categorized as "professional reflection." Being a group of educators in a course on utilizing the Web for their classrooms, they frequently shared their self-regulating processes as professionals. Also, regarding instructional technology in general, they discussed their teaching practice, and many of the difficult decisions that they must constantly make. Here are two examples:

• I do converse with my students outside of class by e-mail. I feel that it, like most of the new technology I am learning, is a great addition to my teaching strategies, but the most important strategies still involve face to face contact.
• I think a lot of teachers have to remember that, in our past, we "learn from our experiences" (or by doing). Example: One evening I was researching information on Charles Goodyear, rubber, balloons (search engine) in the privacy of my own home. And to my amazement a few inappropriate sites were listed. I think that I learned very quickly that yes, the web is here to assist to a certain extent. We need to remember to be proactive rather than reactive in preparing activities/lessons.

In most responses discussing the use of technology in education, the students frequently integrated comments about their own learning experience (as students who are professionals) in this online course, and their own ideas about their positions as educators. They fluidly moved from one role to another, connecting thoughts and ideas. The professional comments were as an educator and as a member of this online community of practitioners. Note the element of professional development, as well.

The following three examples explicate these ideas:

• I have learned a lot from all of you. Some of what I've learned are:

-Time is a big issue for most teachers and we need to find ways for tech to be embedded, in terms of training, use, application, etc. so that it's not an added responsibility which takes more time.

-Many are unsure how to apply tech and in what ways it will be beneficial. Knowing where to start is a key issue.

• [Our] County is presently putting major emphasis on thorough coverage of SOL objectives in preparation of the BIG TEST next Spring. I embrace the ideas presented [in an online article they read] regarding structuring of learning activities which involve the students in critical thinking, but this is more time intensive and there is so much to be done. The school administrators need to change their focus if we are to make any headway in preparing students for the ever-changing world in which they live.
• I felt that the article brought up some very real issues that we need to address as educators such as teaching students how to research, sort, and manage information from the web. I also agree that collaborating with other teachers -close and far- is a valuable tool that is now easily available via the net. Think of the possibilities for teacher resources and student learning activities that can be achieved by interacting with other teachers and students that would have been virtually impossible to communicate with before the net.

 These responses of "professional metacognition" were the closest thing to being able to conclude that these online students actually were learning – that is, there seemed to be construction of personally relevant knowledge (Jonassen et al., 1995). Clearly, these students were educators were engaged in a learning experience that simultaneously was a professional development experience. Here are examples of this, of what might be considered "learning" as they discuss their own learning:

• A couple of years ago (months, really) I had no interest in exploring the WWW… I was astounded at the vast amount of information I could obtain without getting up from the chair. Having used the net for personal and educational and job related purposes, I agree  [with statement in an online article] that the net is for everyone. Students, when taught appropriate searching skills, can gain so much. I have found that when my students are in front of a computer screen they derive so much more meaning from the learning experience than they do with a paper/pencil task.
• I agree in part with that but feel that even the youngest students will benefit using the internet. I checked out the [assigned Web site] and looked very quickly at sites. They had posted both artwork and writing that elementary students had done. If I was an elementary student and knew that my work could be viewed by anyone (especially relatives) I would be excited and motivated to produce more. There are so many challenges ahead for both teachers and students. We will have to be advocates for the needs for technology education.
• The sites [linked to an assigned Website] are wonderful. I think learning on the web certainly has a place in our schools. The web also provides yet another place for children to show off their work. The artwork was outrageous! I really can't wait for our children to have another platform to show off their work.

Overall, metacognitive comments were prevalent in this online community. Most of them were situated within the item designated for reflection, Down by the Lake. The category of metacognition was for the reflective comments that had to do with self-regulation and the description of the processes associated with their learning and thinking. It was difficult at times to distinguish clearly between simple reflection about themselves and actual metacognitive comments. This final example, from Down by the Lake, demonstrates the fine line between reflection and metacognition.