Metacognitive Online Discussion for Online Teaching: A Conceptual and Impact on Students Engagement and Mastery During Coronavirus Outbreaks

Abstract

The online teaching is proposed as a platform to continue learning sessions during outbreaks.
It is essential to introduce online teaching activity model that strengthen student metacognitive
regulation skills in order to maintain active learning and to ensure students mastery of the
mathematics concepts at the optimum level. This concept paper exposes the development and
impact of a metacognitive regulation learning strategy model in the process of creating an online
teaching activity. This discussion interacts with both the needs and elements of the online
learning concept. The implications provide guidance and suggestions for developing effective
mathematics teaching and learning sessions through online platforms, especially for those in
need of a social distancing crisis