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Metacognition for Enhancing Online Learning

Metacognition for Enhancing Online Learning

Giuseppe Chiazzese, Antonella Chifari, Gianluca Merlo, Simona Ottaviano, Luciano Seta
Copyright: © 2008 |Pages: 19
ISBN13: 9781599046006|ISBN10: 1599046008|ISBN13 Softcover: 9781616926649|EISBN13: 9781599046020
DOI: 10.4018/978-1-59904-600-6.ch006
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MLA

Chiazzese, Giuseppe, et al. "Metacognition for Enhancing Online Learning." Technology Enhanced Learning: Best Practices, edited by Miltiadis D. Lytras, et al., IGI Global, 2008, pp. 135-153. https://doi.org/10.4018/978-1-59904-600-6.ch006

APA

Chiazzese, G., Chifari, A., Merlo, G., Ottaviano, S., & Seta, L. (2008). Metacognition for Enhancing Online Learning. In M. Lytras, D. Gasevic, P. Ordóñez de Pablos, & W. Huang (Eds.), Technology Enhanced Learning: Best Practices (pp. 135-153). IGI Global. https://doi.org/10.4018/978-1-59904-600-6.ch006

Chicago

Chiazzese, Giuseppe, et al. "Metacognition for Enhancing Online Learning." In Technology Enhanced Learning: Best Practices, edited by Miltiadis D. Lytras, et al., 135-153. Hershey, PA: IGI Global, 2008. https://doi.org/10.4018/978-1-59904-600-6.ch006

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Abstract

The existing research in the field of traditional didactics shows that students who have good metacognitive skills often achieve better scholastic results. Therefore, it seems that students who are aware of their cognitive processes and are able to self-monitor their learning activities tackle didactic tasks with greater success. The chapter presents an analysis of studies regarding applications of metacognition within technological learning environments which have been implemented in the last few years, and this is followed by a description of the features of the Gym2learn system. This system aims to reveal self-regulating processes and guide the student in acquiring all the steps of the executive control of some important comprehension strategies for understanding hypertexts.

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