Abstract
In many nations affected by the COVID-19 pandemic, the situation in higher education institutions has changed. During the pandemic, these institutions have introduced numerous e-solutions to continue the process of education. Besides, research has shown many benefits in the last years of MOOCs. Yet, to date there are few studies to explore some individual characteristics, such as learners' metacognitive skills, that might have an impact on learning outcomes in MOOCs. Furthermore, promotion of deep learning is a serious challenge for online courses including MOOCs. Therefore, the purpose of this research was to explore the role of metacognition in promoting deep learning in MOOCs during COVID-19 pandemic. The participants were students at the department of home economics who were all at the seventh academic level. Based on their scores on the metacognition awareness inventory (MAI), they were divided into two experimental groups, i.e. high metacognition students and low metacognition students. A three- aspect assessment card of deep learning namely connecting concepts, creating new concepts, and critical thinking was used to collect data. The results showed that MOOC was more effective in fostering the deep learning aspects of high metacognition skills, and deep learning as a whole. With regard to backward seeking and slow watching events, results showed significant differences in favor of high metacognition students (HMs). Nevertheless, there were no statistically significant differences between students in both groups regarding the pausing event.