Document Type
Conference Proceeding
Publisher
Association for the Advancement of Computing in Education
Faculty
Faculty of Community Services, Education and Social Sciences
School
School of Communications and Arts / Centre for Research in Entertainment, Arts, Technology, Education and Communications
RAS ID
2266
Abstract
This paper examines how to teach Cognitive Self-Regulation. Approaches to enhancing Metacognition are discussed and a model for metacognitive regulation is presented. A strategy of reciprocal teaching is advocated for the development of metacognitive regulation of Reading Comprehension. An on-line annotation tool is proposed with a rationale for how learning supports, resources, and activities may be included.
Access Rights
free_to_read
Comments
This is an Author's Accepted Manuscript of: McMahon, M. & Oliver, R. (2003). Teaching metacognitive regulation of reading comprehension in an on-line environment. In D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp. 2464-2471). Chesapeake, VA: AACE. Available here