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Metacognition on the Educational Social Software: New Challenges and Opportunities

Metacognition on the Educational Social Software: New Challenges and Opportunities

Margarida Romero
Copyright: © 2010 |Pages: 11
ISBN13: 9781605669847|ISBN10: 1605669849|EISBN13: 9781605669854
DOI: 10.4018/978-1-60566-984-7.ch147
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MLA

Romero, Margarida. "Metacognition on the Educational Social Software: New Challenges and Opportunities." Social Computing: Concepts, Methodologies, Tools, and Applications, edited by Subhasish Dasgupta, IGI Global, 2010, pp. 2252-2262. https://doi.org/10.4018/978-1-60566-984-7.ch147

APA

Romero, M. (2010). Metacognition on the Educational Social Software: New Challenges and Opportunities. In S. Dasgupta (Ed.), Social Computing: Concepts, Methodologies, Tools, and Applications (pp. 2252-2262). IGI Global. https://doi.org/10.4018/978-1-60566-984-7.ch147

Chicago

Romero, Margarida. "Metacognition on the Educational Social Software: New Challenges and Opportunities." In Social Computing: Concepts, Methodologies, Tools, and Applications, edited by Subhasish Dasgupta, 2252-2262. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-60566-984-7.ch147

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Abstract

In recent years, we have witnessed an information revolution. This revolution has been characterised by widespread access to the Internet and by the emergence of information which has been generated by end-users–the so-called user-generated content. The information thus generated has been supported by Web 2.0 applications or social software. These changes in the information society have had an important impact in education, with more and more adults enrolling on life-long learning programs; moreover, the availability of distance learning courses has grown in line with this increase in demand. In this emergent educational paradigm, the new 2.0 technology context implies new competencies for learners. These competencies include literacy in information and communication technology (ICT), learning autonomy, self-regulation and metacognition, while at the same time expanding the opportunities for metacognitive development. We will consider in this chapter these two perspectives of the 2.0 context; on the one hand, the new requirements provided by the environment and, on the other hand, the new learning opportunities which this environment brings.

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