Talk:Cognition and Instruction/Metacognition and Self-Regulated Learning

We decided to first discuss self-regulated learning (SRL) and the theories involved before getting into metacognition as metacognition is a subcategory of SRL. Once we have discussed both concepts then we can get into further specifics of both and integrate them. We want to follow the approach of discussing theory-research-application as pertained to self-regulated learning and metacognition. Most categories in the textbook as of now seem appropriate and do not need to be left out; however we feel that it is necessary to add components such as the developmental aspect of gaining metacognition and the criticisms that arise from research done on SRL and metacognition.

Our plan for developing the chapter is to incorporate research from other sources (e.g. psych info, various journals, and educational psychology)to elaborate further on what has currently been written. We want to be able to highlight the important aspects already mentioned but also shed light on areas that are not focused on; and these will become more clear as we progress with our research and identify gaps. We want to be able to give this chapter the emphasis that it needs as it is an important concept with a great deal of potential. The textbook has information related to this topic scattered in different sections and we want to unify this in a concise and coherent manner.

Peer Review:

Overall, I like the content that the authors chose to write about because it describes the important aspects which include the concept, criticism and development of both metacognition and self-regulated learning. The concept of metacognition and self-regulated learning is very important because it is the main aspect that the reader must understand thoroughly before getting into details with the development and criticism. Thus, I like how it starts with the definition of the metacognition as it is an important element of self-regulated learning. In addition, the chapter outlines the effect of these theories and how to implement them into their learning. Hence, the strongest feature of the chapter is the content that the authors chose to write about. However, I find the coherence of the headings is not very consistent which can confuse the readers. There is no heading for the “definition of self-regulated learning”. I would recommend a subheading for the definition of self-regulated learning which includes the introduction of the concept as well as an mentioning what the structure of self-regulated learning. This would help the readers grasp the key points of the concept since they are not reading a big passage of writing. There can also be separate heading for “structure of self-regulated learning”. I suggest constructing the subheadings of the self-regulated learning like how the concept of metacognition is organized. In addition, I noticed the heading, “metacognition through a development lens” is after the critical review part and “common components of self-regulated learning theory” is after the development stage. To make the chapter more consistent, I would recommend placing “metacognition through a development lens” after “the concept of metacognition” since it is related to metacognition. Also,“common components of self-regulated learning theory” should be placed either as a big heading or a subheading after “the concept of self-regulated learning” because it is related to the self-regulated learning. These suggestions would help the structure of the chapter to be more coherent which can help the reader to follow the chapter more easily. --Nicole Hui (discuss • contribs) 20:02, 7 November 2015 (UTC)

Peer review on Metacognition and Self-Regulated Learning I think this group has done a great job on explaining the definition of metacognition. For example, after reviewing the research on metacognition, one of the interesting points that I found out is that question generation could be a very helpful strategy to help students developing their metacognition. I found this approach very beneficial as it can guide students to be actively engaged and interacted with the text by asking questions. Since they become aware of their abilities to answer their questions, they will have a deeper understanding of the text ultimately. Therefore, I would suggest to have questions generation under the subheading of strategy use. For example they can provide some basic question generation steps that can guide the students on how to turn some important ideas into a question and answer their own questions. On the other hand, I think the weakest feature of the draft chapter is that the structure and organization of the wikibook chapter can be rearranged in a better way. As the authors have mentioned, metacognition is one of fundamental parts of self-regulated learning. I would suggest to illustrate the definition of self-regulated learning first, and have the definition of metacognition follow after. Second, I recommend to have an extra subheading on the effects of the self-regulated learning on student performance. For instance, it can demonstrate some researches on whether or not the self-regulated learning can lead to a better academic performance. Overall, I think the authors did an excellent job on this chapter as it does not only introduce lots of interesting facts, but also clearly distinguishes the difference between metacognition and self-regulated learning. --Jenny Yip


 * A section on Self-Regulated Learning from Encoding and Retrieva****

Self-Regulated Learning Theory Self-regulated learning is a technique used in classrooms in which students are given freedom to control the pace at which they work and to evaluate their understanding of the material. They use this understanding to make judgements on their progress and to decide whether or not they will move their studies forward. In turn, this allows them to create and maintain their own learning goals and the strategies they will use to fulfill these goals. It involves metacognitive awareness in that they are aware of their own learning, such that they are able to make the aforementioned decisions as necessary. Motivation also plays a major role as it requires an individual to work independently, determining their own intrinsic or extrinsic motivations.

Research Although self-regulated learning is widely popular with educators, it is debated whether or not it is effective for all students. For that reason, this strategy in the classroom is looked at in a study done by Nelson (2015)[35] in which a variety of high school students studying history in a suburban upper mid-west neighborhood report motivation and self-regulation. Different groups of students with skill levels ranging from AP students to students in regular courses are observed as self-regulating techniques are applied and removed. It finds that those who are in AP courses are more highly motivated if they use self-regulatory techniques, whereas students in normal classes quickly become disinterested if they are in control of their learning. However, this article also mentions findings conclusive from another study by Cleary and Chen where self-regulated learning was more effective for students in regular classrooms than for those in AP classrooms. Because this study was based on math rather than world literature, it could be considered that self-regulated learning is important for all learners and that the effectiveness of self-regulated learning varies by subject.