Transforming STEM Education through Inquiry-Based Collaborative Approach: Examination of Metacognition and Cognitive Presence

In this exploratory study, we examined how engineering graduate students perceived cognitive presence and metacognition while participating in research learning modules. These modules covered fundamental topics, including research question development, literature reviews, and conducting research. We implemented the inquiry-based approach in STEM graduate courses to examine the levels of perceived cognitive presence and metacognition during student participation in discussions and peer review activities within the research context. This study found that the inquiry-based approach can be effective in facilitating a higher level of cognitive presence and metacognition in research courses for engineering students. These results hold promise in helping students not only improve their research skills but also in equipping them with valuable skills that extend beyond the classroom environment and prove beneficial for their careers. The findings of this study contributed to the field of engineering education to understand how to facilitate shared learning environments for engineering students.