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The Role of Metacogntion and Knowledge Transfer in Self-Directed Learning

The Role of Metacogntion and Knowledge Transfer in Self-Directed Learning

Gina J. Mariano, Kirsten Batchelor
Copyright: © 2018 |Pages: 19
ISBN13: 9781522534655|ISBN10: 1522534652|EISBN13: 9781522534662
DOI: 10.4018/978-1-5225-3465-5.ch007
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MLA

Mariano, Gina J., and Kirsten Batchelor. "The Role of Metacogntion and Knowledge Transfer in Self-Directed Learning." Emerging Self-Directed Learning Strategies in the Digital Age, edited by Frank G. Giuseffi, IGI Global, 2018, pp. 141-159. https://doi.org/10.4018/978-1-5225-3465-5.ch007

APA

Mariano, G. J. & Batchelor, K. (2018). The Role of Metacogntion and Knowledge Transfer in Self-Directed Learning. In F. Giuseffi (Ed.), Emerging Self-Directed Learning Strategies in the Digital Age (pp. 141-159). IGI Global. https://doi.org/10.4018/978-1-5225-3465-5.ch007

Chicago

Mariano, Gina J., and Kirsten Batchelor. "The Role of Metacogntion and Knowledge Transfer in Self-Directed Learning." In Emerging Self-Directed Learning Strategies in the Digital Age, edited by Frank G. Giuseffi, 141-159. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3465-5.ch007

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Abstract

Education is what remains after one has forgotten everything he learned in school. This quote by Albert Einstein embodies the essence of the relationship between metacognition and self-directed learning. It is important for students to remember what they learn in school, but many forget the information because they have not been taught metacognitive learning strategies. The learning strategies we teach students supports them in their effort to become good learners. In this chapter, we discuss the relationships between metacognition and knowledge transfer, critical thinking and self-directed learning. It brings together multiple perspectives on metacognition and knowledge transfer and discusses instructor strategies to engage students in metacognitive learning strategies.

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