Metacognition Learning Theory and the Internet

J. H. Flavell first introduced Metagoniton Theory in the seventies. He described it in these words: Metacognition refers to one’s knowledge concerning one’s own cognitive processes or anything related to them, e.g., the learning-relevant properties of information or data. For example, I am engaging in metacognition if I notice that I am having more trouble learning A than B; if it strikes me that I should double check C before accepting it as fact. —J. H. Flavell (1976).

It has also been described as “thinking about thinking” (Blakey & Spence, 2006; Livingston, 1997; Jacobs et al., 1987). Weinert (1987). Metacognition can be separated in three specific aspects; self-monitoring, self-representation, and self-regulation processes, which are regarded as connected aspects of the human mind. Metacognitive knowledge (self-monitoring) is what individuals know about themselves as cognitive processors or learners. Metacognitive experiences are those experiences that have something to do with the current cognitive or academic endeavor. Metacognitive regulation is the regulation of cognition and learning experiences through a set of activities that help people control their learning.

So, simply said, Metacognition is being conscious about planning the way to approach learning, monitoring what you’ve learned, and evaluating at completion how successful you’ve learned. Another aspect is to have realization of distractions and making plans to avoid the outside stimuli. Motivation to finish an academic endeavor, or “stay on task” is also a big part of Metacognition. The higher a learners consciousness of all these things, or the greater their Metacognition is, the more successful they will be in learning.

Using the Metagoniton Theory in academic learning is something that both students and teachers can play a role in. By using the Internet 2.0 tools, together, teacher and student can begin to identify and develop Metacognition early and set up a lifetime of successful learning habits. Integrating a computer, the Internet and all of its tools into learning will only aid and enhance in the development of Metacognition. Developing interests in learning, awareness of the tools, and placing the learner in control of their own learning environments is easier with the use of Learning Management Systems, blogs, wikis, action research and just general use of the internet for learning.

Initially, the learners interest level can go up, they can find classes not so boring and can center learning on their interests. Using technology can frequently get immediate results for things, reduce the percent of error and can provide success in creating work which can result in confidence at any age. Technology can aid in planning, action research and follow up.

Using blogs and wikis are great ways to get the kids interactive in learning, providing communication or discussions and homework. Students can create and check work and receive grades and feedback at home though the blog or a wiki space. So, using the technology for learners to make a plan to learn, check learning with mini quizzes, and then providing quick follow-up with grades and feedback from teachers or instructors.

At school, students can use blogs and wikis as organizers. Coming up with work plans, assignment reminders, and managing workflow is a big part of thinking about learning. The learner can set up an action plan for a term paper for example. Then use a blog to help organize thoughts on any subject. This makes it easier to write and check facts and information and then proofing and correcting the work. Learning to organize one self early on can lead to a lifetime of great timeliness habits.

I feel the internet and web tools support in this Learning Theory and can only increase the amount of Metacognition a learner has, if utilized properly. The Internet is overflowing with tools to help anyone come up with plans and outlines for learning. There are many ways to monitor learning with instant feedback and having the ability to check information instantly with the researching options. The Internet also provides the ability to have feedback and results quicker. The digital generation can become the authors of their own educations and learning experiences. They can do their own learning, planning, research, follow-up and corrections.