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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 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.
Like the more skills-based approaches of information literacy, metaliteracy encourages the use of a variety of new and emerging technologies. It also incorporates related literacies such as visual literacy, digital literacy, media literacy, and transliteracy, and promotes metacognitive reflection as an empowering practice for learners ...
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.
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 ...
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.
It is a notion that students must master the lower level skills before they can engage in higher-order thinking. However, the United States National Research Council objected to this line of reasoning, saying that cognitive research challenges that assumption, and that higher-order thinking is important even in elementary school.