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Meta-learning is a branch of metacognition concerned with learning about one's own learning and learning processes. The term comes from the meta prefix's modern meaning of an abstract recursion, or "X about X", similar to its use in metaknowledge, metamemory, and meta-emotion.
Self-regulation is an important construct in student success within an environment that allows learner choice, such as online courses. Within the remained time of explanation, there will be different types of self-regulations such as the focus is the differences between first- and second-generation college students' ability to self-regulate their online learning.
The essence of the cognitive theory of Inquiry teaching is that of developing students' metacognitive skills. Inquiry teaching deliberately attempts to develop these stills through instruction. The theory is a prescriptive model rooted in the discovery tradition and cognitive sciences.
Dialogue in an ITS can be used to ask specific questions to help guide students and elicit information while allowing students to construct their own knowledge. [107] The development of more sophisticated dialogue within an ITS has been a focus in some current research partially to address the limitations and create a more constructivist ...
Metamemory or Socratic awareness, a type of metacognition, is both the introspective knowledge of one's own memory capabilities (and strategies that can aid memory) and the processes involved in memory self-monitoring. [1] This self-awareness of memory has important implications for how people learn and use memories.
The use of the learning logs has extended now to schools in Australia, Canada and Thailand in addition to their extensive use in schools throughout the UK. An outline of some of the practical applications of the learning logs along with a number of illustrations of the innovative thinking which has emerged as a product of this visual learning tool.
In the design loop, the system designers use data about the targeted learners in the given task domain to create a new version of the system that is better adapted to these learners. In the task loop, the digital tutor picks problems for the student. In the step loop, the digital tutor provides assistance during steps within the problem.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.