ABSTRACT
This research study examined a blended approach to learning in the third year of a Canadian bachelor of education program by using a shared metacognition (co-learning) framework derived from the community of inquiry (CoI) model. Teacher candidates completed both the shared metacognition and the community of inquiry surveys. The results indicate that a teacher must use a blended approach to intentionally design, facilitate, and direct a collaborative, constructive learning environment in order for students to learn how to co-regulate their learning (shared metacognition).
