scholarly journals Metacognition in the process of education

2006 ◽  
Vol 38 (1) ◽  
pp. 7-24 ◽  
Author(s):  
Snezana Mirkov
Keyword(s):  
Learning Strategies ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Metacognitive Knowledge ◽  
Educational Process ◽  
Special Importance ◽  
Research Results ◽  
Personal Learning ◽  
Research Show

This paper deals with different theoretical views and research regarding metacognition, its components and relations to cognition, conceptual discrepancy as well as opposing research results. Special attention was paid to the relation between metacognitive knowledge and the regulation of cognitive strategies. Reflexive awareness about personal cognitive processes is emphasized, but research discrepancies are apparent in regard to cognitive regulation. Research results focused on development of personal learning awareness and regulative skill involvement in the educational process (planning, monitoring and evaluating) are presented. A discussion was also focused on various views on relations between metacognition and the self which are of special importance for providing motivation in learning. Research data show that metacognitive awareness correlates with self. Metacognitive training affects development of the control experience and self-efficiency. The role of metacognition is emphasized as important for understanding relationship between cognition and motivation, which also affects learning self-regulation development. The paper emphasizes the significance of further study of metacognition and the possibilities for its use in the educational process. Research show that both metacognitive knowledge and regulation may be beneficial for: problem solving in learning processes, development of learning strategies and student achievement.

scholarly journals Role of metacognitive processes in developing learning strategies

2005 ◽  
Vol 37 (1) ◽  
pp. 28-44
Author(s):  
Snezana Mirkov
Keyword(s):  
Learning Strategies ◽  
School Setting ◽  
Cognitive Strategies ◽  
Educational Process ◽  
Quality Outcomes ◽  
Intrinsic Factors ◽  
Metacognitive Processes ◽  
Efficient Learning

Within the context of effects that findings in the domain of cognitive psychology produce on the improvement of learning process in teaching, the results for examinations on student learning strategies and some of their implications were analyzed. Diverse methods for the operationalization of strategies, both cognitive and metacognitive, applied by students are featured. It is demonstrated that engagement of metacognitive processes is of crucial importance, firstly for developing efficient learning strategies and then for achieving better quality outcomes of educational process. Metacognition is treated in some studies as a process parallel to cognition and accordingly, distinction is made between cognitive and metacognitive learning strategies. But metacognitive processes are also often treated as intrinsic factors acting in the process of developing and using cognitive strategies in learning and they determine features and quality of those strategies and their effects. Some prospects for further intervening trends in the process of teaching are presented using the findings. It is emphasized that influence exerted by social environment i.e. school setting where the process of learning is going on can not be disregarded.

Moderating Role of Learning Strategies Between Meta-Cognitive Awareness and Study Habits Among University Students

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 215-231
Author(s):  
Mussarat J. Khan ◽  
Seemab Rasheed
Keyword(s):  
Regression Analysis ◽  
Resource Management ◽  
University Students ◽  
Learning Strategies ◽  
Management Strategies ◽  
Cognitive Strategies ◽  
Study Habits ◽  
Good Reliability ◽  
Cognitive Awareness

The purpose of present study is to examine the role of learning strategies as moderator between meta-cognitive awareness and study habits among university students. Sample comprises of 200 students (100 male students and 100 female students) of various universities of Islamabad and Rawalpindi with age ranging from 18-25 years. In order to assess study variables questionnaires were used included Meta-Cognitive Awareness Inventory (Schraw & Dennison, 1994) measuring two-components of meta-cognition that are knowledge and regulation of cognition. Study habits demonstrated by the students were measured by the Study Habits Inventory (Wrenn, 1941). Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991) which includes motivation and learning strategies scales. In the present study, only the learning strategies section was utilized, which measures the cognitive strategies and resource management strategies. Results revealed positive correlation between research instruments and are also having good reliability. Regression analysis reflected that meta-cognitive awareness predicts study habits among university students. Regression analysis also suggested that learning strategies including resource management strategies and cognitive strategies significantly moderates the relationship between meta-cognitive awareness and study habits. It is also explored gender differences on learning strategies, meta-cognitive awareness and study habits. Future implications of the study were also discussed.

scholarly journals Peran Guru Madrasah dalam Menanaman Nilai-Nilai Pendidikan Lingkungan Hidup Perspektif Pendidikan Islam (Studi Kasus di Madrasah Aliyah Negeri 7 Keboan Jombang)

2020 ◽  
Vol 8 (1) ◽  
pp. 7
Author(s):  
Auliyaaurohmah Auliyaaurohmah ◽  
Khoirul Umam
Keyword(s):  
Qualitative Case Study ◽  
Educational Process ◽  
Positive Behavior ◽  
Educational Institutions ◽  
Case Study Approach ◽  
Study Approach ◽  
Surrounding Environment ◽  
Research Show

The effort to preserve the beauty of the environment is an obligation for every social creature that lives on this earth. These efforts are carried out and planned so that every human being has a caring attitude and responsibility with the surrounding environment. In educational institutions the role of a teacher cannot be separated in the educational process. To realize students as quality resources cannot be separated from the environment. This article intends to explain about environmental education in Madrasah Aliyah Negeri 7 Jombang. With a qualitative case study approach, this research was carried out through observation, interviews and documentation. The results of the discussion from the research show that, in the implementation of their roles and participation in forming and increasing environmental awareness by teachers, students are well implemented. Most of them have a caring attitude to their environment, which is proven by their daily habits, which is to dispose of waste according to the space provided. It's just that for minorities who are still indifferent to the environment, support and encouragement from teachers need to be increased so that all madrasa residents, especially students, have positive behavior, be aware and care about the surrounding environmen

scholarly journals Exploring self-regulated learning choices in a customisable learning pathway MOOC

2018 ◽  
Vol 34 (1) ◽  
Author(s):  
Matt Crosslin
Keyword(s):  
Course Design ◽  
Learning Experience ◽  
Qualitative Interviews ◽  
Self Regulation ◽  
Learning Preferences ◽  
Educational Process ◽  
Personal Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Impact

Open online courses provide a unique opportunity to examine learner preferences in an environment that removes several pressures associated with traditional learning. This mixed methods study sought to examine the pathways that learners will create for themselves when given the choice between an instructor-directed modality and learner-directed modality. Study participants were first examined based on their levels of self-regulated learning. Follow-up qualitative interviews were conducted to examine the choices that participants made, the impact of the course design on those choices, and what role self-regulation played in the process. The resulting analysis revealed that participants desired an overall learning experience that was tailored to personal learning preferences, but that technical and design limitations can create barriers in the learning experience. The results from this research can help shape future instructional design efforts that wish to increase learner agency and choice in the educational process

scholarly journals Learning Strategies in Distance Courses: Difference Between Teaching Degree and Extension Courses

2020 ◽  
Vol 36 ◽  
Author(s):  
Fabiana Maris Versuti ◽  
Raíssa Bárbara Nunes Moraes Andrade ◽  
Thaís Zerbini
Keyword(s):  
Learning Strategies ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Test Point ◽  
Course Planning ◽  
Emotion Control ◽  
Degree Distance ◽  
Planning Processes ◽  
Distance Courses ◽  
Specific Learning

Abstract The learning process includes several specific learning skills. The Learning Strategies, crucial to improve the selection and planning processes of teaching strategies in distance educational actions, is an example. The objective of this study, mainly quantitative in nature, was to compare the use of Learning Strategies by participants enrolled in university extension and teaching degree distance courses. Results found from t-Test point out that Cognitive Strategies, Self-Regulation and Emotion Control are most widely used by participants in the Extension course. It is highlighted the use of Learning Strategies that enable the monitoring and regulation of the organization and the cognitive process by teachers in initial or continuing education must be considered in order to achieve better course planning.

scholarly journals The Role of e-Tutor Competencies in Postgraduate e-Learning Courses: Spotlight on Emotion Management

2021 ◽  
Vol 13 (17) ◽  
pp. 9716
Author(s):  
Elisabeth Bustos-Contell ◽  
Luis Porcuna-Enguix ◽  
José Serrano-Madrid ◽  
Gregorio Labatut-Serer
Keyword(s):  
Student Satisfaction ◽  
Action Plan ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Financial Statements ◽  
Emotion Management ◽  
Face To Face ◽  
E Learning ◽  
Key Driver

The role of e-learning in the existing and challenging educational era is crucial. However, it is necessary to overcome some drawbacks such as feelings of isolation and a lack of emotional contact. In this sense, emotion management is a key driver of student satisfaction in e-learning, which is significantly related to students’ motivation, learning, cognitive strategies, self-regulation, and personality antecedents in the classroom. This article examines an online postgraduate course in financial statements auditing, describing the resources used by the e-tutor to conduct affective tutorials, reduce students’ feelings of isolation, increase student involvement, and achieve success in e-learning. The results of a survey administered to 125 students over the period 2015 to 2020 indicate that students who receive emotional support have higher levels of satisfaction with the course in terms of all satisfaction indicators. In addition, female e-learning students are more satisfied with intensive e-tutor monitoring overall but are less gratified by non-face-to-face e-tools. Our study responds to the calls in the 2021–2027 Digital Education Action Plan to improve and reset education and training for the digital age.

A Retrospective and Prospective Examination of Cognitive Strategies and Academic Development

2018 ◽  
Author(s):  
Patricia A. Alexander ◽  
Emily M. Grossnickle ◽  
Denis Dumas ◽  
Courtney Hattan
Keyword(s):  
Learning Strategies ◽  
Cognitive Strategies ◽  
Academic Development ◽  
Strategic Thinking ◽  
Epistemic Beliefs ◽  
Strategic Processing ◽  
The Past ◽  
Regulatory Strategies ◽  
Teachers And Students

This article offers a retrospective and prospective analysis of the role of cognitive strategies in students’ academic development over the past 25 years. The focus is on those processes that individuals employ to advance their own learning and understanding (learning strategies) and, to a lesser degree, those procedures applied to regulate and monitor that learning and understanding (metacognitive or self-regulatory strategies). Drawing on a groundbreaking review from 1988, the article examines how students’ epistemic beliefs—their beliefs about knowing and knowledge—may affect strategic engagement. It also considers students’ motivations or emotions that accompany learning and academic development and, therefore, strategic processing. Finally, it describes strategies associated with online learning, the barriers to being strategic in classrooms, and situations in which teachers and students can foster strategic thinking.

scholarly journals Aprendizaje autorregulado en el nivel universitario: Un estudio situado con estudiantes de psicopedagogía de diferentes ciclos académicos

2017 ◽  
Vol 21 (2) ◽  
pp. 1 ◽  
Author(s):  
Ana Clara Ventura ◽  
María Soledad Cattoni ◽  
Ana Borgobello
Keyword(s):  
Goal Orientation ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Extrinsic Motivation ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Control Beliefs ◽  
Academic Training ◽  
Ex Post ◽  
Advanced Students

Being able to properly regulate one’s own learning positively impacts student’s academic performance. Hence the relevance of understanding what they are, how they articulate, and how they change learning strategies and motivation patterns across academic training. Our aims are: (a) to describe cognitive / metacognitive learning strategies and motivation patterns used by students (mean and standard deviation); (b) to analyze the correlations between both groups of variables (Pearson’s index correlation); (c) to compare above results according to the basic level (1st year) and the higher level (5th year) of academic training (Student’s t test). The quantitative ex post facto study was based on the Argentine version of the MSLQ (Motivated Strategies Learning Questionnaire), also called MSLQe; it was applied to 114 students of Psychopedagogy. The results showed the following: (a) a varied repertoire of learning strategies and motivation patterns; (b) a greater use of metacognitive strategies for self-regulation, as well as of strategies for time and study environment management, was associated with higher levels of motivational patterns of goal orientation, task assessment, control beliefs, and self-efficacy of students; (c) statistical differences according to the academic cycle: in favor of the students who were beginners in cognitive strategies of review, metacognitive self-regulation, and organization; while the scores were higher for the advanced students in relation to critical thinking. Likewise, regarding the motivation patterns, the advanced students showed more tendencies towards intrinsic orientation goals, whereas the beginners did it in extrinsic motivation goals, beliefs of control and of self-efficacy, and anxiety. It is possible to conclude that the academic formation made possible a hierarchical integration of both superficial and deep strategies, as well as internal and external motivation patterns of the students. Thus, this article contributes to an analysis of cognitive dimensions (cold and warm), as contextually situated (initial and final levels of academic formation), of the learning strategies and motivation patterns of university students.

scholarly journals PERSONAL LEARNING TECHNOLOGIES

2020 ◽  
pp. 76-81
Keyword(s):  
Learning Process ◽  
Technological Progress ◽  
Learning Technologies ◽  
Educational Process ◽  
Learning Goals ◽  
Learning Technology ◽  
Personal Learning

In the learning process, in accordance with the requirements of pedagogical technologies, learning goals are achieved. In a period of accelerated scientific and technological progress, the effectiveness of teaching largely depends on the role of the student in the educational process, the attitude of the teacher to him. Two types of learning technology can be distinguished here: authoritarian and personal.

scholarly journals Konseling Gestalt Berbasis Islam dalam Upaya Meningkatkan Kemampuan Regulasi Diri Santri di Pondok Pesantren Al-Falaah Pandak Bantul Yogyakarta

2018 ◽  
Vol 8 (2) ◽  
pp. 219-240
Author(s):  
Nurviyanti Cholid
Keyword(s):  
Self Regulation ◽  
Boarding School ◽  
The Self ◽  
Counseling Services ◽  
Guidance And Counseling ◽  
Random Assignment ◽  
Research Results ◽  
Descriptive Research ◽  
Qualitative Descriptive

This research was motivated by there is an opportunity for the use of Islamic scholarship concepts that serve as material in Islamic guidance and counseling services to improve self-regulation of santri. the final result proposed in this study is guidance and counseling Gestalt-based Islam can improve self-regulation of santri. The purpose of this study is to determine the role of guidance and counseling Gestalt-based Islam to improve the regulation of boarding school boarding school Al-Falaah Pandak Bantul Yogyakarta. This type of research is qualitative descriptive research. The population of this study is all students aged 13-14 years. The sample in this research is determined by random assignment technique from a population. The sample in this research is determined by random assignment technique from the population. The total number of samples in this study were 24 santri given intervention in the form of guidance and counseling Gestalt Islam based Data collected by questionnaire, observation, and interview. Gestalt counseling on the basis of Islam is quite effective in improving the self-regulating ability of the students at the boarding school Al-Falaah Pandak Bantul Yogyakarta. Therefore, the findings of the research results can be used as a reference in developing Islamic counseling and counseling to develop the potential of an individual.

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