Create Active Blended Learning to Enhance Maximum Retention through Original Videos

During Fall Semester 2020, I perform case study research on a single subject (myself) to prove the hypothesis that I create a model which helps me to present metacognitive training to maximize retention for students who participate in the class weekly, who post discussions, and who are writing papers. Do video lectures enhance learning and maximize retention in online classes? What are the effects on my teaching and my performance as a Professor when I create a model? How do video lectures help me to present metacognitive training to maximize retention? During the during Fall Semester 2020, I perform case study research on a single subject to prove the hypothesis that I create a model which helps me to present metacognitive training to maximize retention for all the students who participate in the class weekly, who post discussions, and who are writing papers. I participate seven days during every study week of the eight-week online class. I showed enthusiasm for teaching, since I extended the weekly content by using my own videos based on my own writing to frame a story line that offered planning and outline, writing developmental paragraphs, writing a literary critique, and comparing two short stories.


Introduction
I initiated the case study research process in the fall of 2020 to study my pedagogy for English 102 Literature and Composition, an online course delivered in an asynchronous platform. Students write two papers. create an outline, four drafts and a reflection on the writing processes. At the University of Maryland Global Campus, I teach eight week sessions with weekly activities that are discussion posts. I also asses these each week. Plus, I post the weekly writing assignment in Announcement in the virtual classroom. I decided to include video lectures in announcements as an addition to my audio feedback in discussions to add more pedagogical strategies based on metacognition. During the case study, I created nine videos to extend specific topics and correlated the videos with the weekly objectives to maximize retention and reinforce learning. Additionally, video recordings are asynchronous tools that provide an overview and explanation.
Investigating the useful social functionality of literature as well as the theoretical processes of the literary scholar regards the power of writing for cultural change. Consider participants' views and knowledge. We discuss civic values through the hermeneutic arc and prepare to study through metacognitive activities. The most important outcome of hermeneutics and metacognition in writing is cultural poetics which seeks to identify literary works as social discourses. that help students plan for tasks by thinking about preparatory skills that the students may have before class, such as social networking. Metacognitive skills also encourage students reflection on their ability to perform tasks. Writing Process with reflective journaling, peer discussions and peer assessments, self-monitoring and student self-assessments offer insight into their own writing process and interaction with a group. Student-directed pedagogical models and 21st century pop culture themes fuse to ignite a learning community for reflection, discovery, and social networking to motivate the 21st century student. ç focus on Multiple Intelligence Theory, Life Story Writing, Studying Oral Histories, Writing Process Theory, Learning Paradigm and Learning Communities. Globalization of the literary canon requires applications of the aspects of oral history traditions. My class is organized to become a learning community with a focus writing short stories as authentic assessments to develop student voices.
As cultures converge in global 21st century classroom, students of multiethnic backgrounds require varied models to succeed. Reading, writing, and arithmetic which served our industrial society may be www.scholink.org/ojs/index.php/csm A creative approach to teaching blends metacognition and hermeneutics with a concentration on social justice as a paradigm for the English classroom which resounds with tension and resolution dependent upon the silent resilience of the individual. Through student-directed pedagogical model, writing class fuses into a learning community for reflection, discovery, and peer editing for student motivation and success. We actively engage students to explore archetypical universes created by current imaginative writers. Mythological Literary Criticism and Film Theory as a lens into archetypes. We also engage in analysis of personal essays on identity. Metacognition and a student-directed pedagogical model.
Through the paradigm of active learning, we engage in reading key articles by scholars in the field in blogs, wikis, web sites, books, pamphlets, newsletters, or journals or other material demonstrating techniques of close reading in order to explicate a text with terms of the literary scholar that apply to writing across the curriculum and differentiating among major literary genres to converse, to analyze, and to use cultural heritage. Students possess qualities of memory based upon human everyday experiences similar to those experiences within literary works they read. I play pod casts of sample student essays that show how students recall events or conditions based upon the relationship of reading to memory. One of my students recalls her own beliefs in mercy killing and relates her heritage based upon family and cultural beliefs in the right to life. Students use life story writing next to recount experiences that may help them find thesis. Write for a global multiethnic and ageless audience. Stories can indeed reach all readers. To write, we engage memories of readings, life experiences and imagination. Accordingly, these three patterns compose voice on the written page. But writing is an essential skill needed for human dignity. Through a student-directed pedagogical model, this session looks at writing classes that fuse into a learning community for reflection, discovery, and peer editing for student motivation and success. Actively engage students to explore archetypical universes created by current imaginative writers focusing on mythological literary criticism and film theory.

Result
How do we overcome struggles that students may face in finishing weekly discussion and assignments?

Discussion
Hermeneutics is the practice and theory of interpretation and understanding of science, art, education, and philosophy. "A Hermeneutic Approach for Conducting Literature Reviews and Literature Searches" by Sebastian K. Boeil and Dubravka Cecez-Kecmnanoc inspires us to use the hermeneutic approach. The authors propose a hermeneutic framework that integrates analysis and interpretation of literature and the search for literature. Furthermore, the authors explain two hermeneutic circles: the search and acquisition circle and analysis and interpretation circle (Boeil et al.). Moving toward the goal of poetic praxis, teaching tolerance, we incorporate hermeneutic arcs into the curriculum to organize and to interpret information.
Applying hermeneutical approaches constitutes a text, a respect for history of the author of the text and the significance of the text, and understanding approaches to writing about the text. The hermeneutic arc offers us methodology for interpretation. "Hermeneutics, in France as elsewhere abroad, is frequently associated with the work of Paul Ricer" (Frey, p. viii.). In 2011, in World Applied Science Hermeneutics, Metacognition, and Writing. This volume investigates the social functionality of actions as an essential criterion of study. It focuses on hermeneutics: interpretation through the lens of philosophy of metacognition.
Vital contributions to the book include several chapters by me, which explore various facets of the central topic, including the intersectionality of hermeneutics, metacognition, and semiotics, as well as social movements.
This collection of critiques and case studies examines the imagined cultural landscape of specific works and associated activities such as fine art, music, poetry, and digital humanities, which aim to initiate self-monitoring as metacognition, or meta-reflection, by creating interior interpersonal space to overcome adversity. This edited volume will be of particular interest to scholars and students of textual hermeneutics as it relates to prose writing and artistic works in non-verbal media.