Skip navigation

Impact of metacognitive awareness on learning in technology enhanced learning environments

Impact of metacognitive awareness on learning in technology enhanced learning environments

Cemal Nat, Muesser, Walker, Simon, Bacon, Liz, Dastbaz, Mohammad and Flynn, Ryan (2011) Impact of metacognitive awareness on learning in technology enhanced learning environments. In: eTeaching and Learning Workshop, 1 June 2011, The University of Greenwich, London, UK. (Unpublished)

[img]
Preview
PDF (Presentation paper)
6435_Meusser_Impact of metacognitive awareness (conf. paper) 2011.pdf - Presentation

Download (67kB) | Preview

Abstract

With the advent of internet technologies and the closer integration of mobile and ubiquitous devices, learning and teaching has changed the way we view the learning process. Indisputably, there are many ways of using technology to support students’ learning which enables them to manage the pace, time and place of their learning. Technology enhanced learning (TEL) can place students at the centre of the learning process, but this means that students need to take more responsibility for their learning. The literature refers to this as self-directed and self-regulated learning (Liu, Gomez, Khan and Yen, 2007; Nicol, 2006). Students can take more control over their learning and develop leadership of their own ‘learning curve’. Self-directed learning includes management of the learning materials, monitoring learning progress and regulating cognitive learning styles. However, this requires students to develop metacognitive strategies so they can identify their own learning styles in the appropriate formal and informal learning situations. This paper aims to investigate the impact of students’ metacognitive awareness on their learning outcomes within technology enhanced learning environments and concludes that the design of a TEL environment and the development of students’ metacognitive skills have a direct bearing on learning performance.

Item Type: Conference or Conference Paper (Paper)
Uncontrolled Keywords: technology enhanced learning, self-regulated learning, metacognition, learning strategies
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > LB Theory and practice of education
T Technology > T Technology (General)
Faculty / Department / Research Group: Greenwich Research into Innovative Pedagogies (GRIP)
Related URLs:
Last Modified: 18 Apr 2018 10:16
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
URI: http://gala.gre.ac.uk/id/eprint/6435

Actions (login required)

View Item View Item

Downloads

Downloads per month over past year

View more statistics