Metacognition and the autonomous learner: student reflections on cognitive profiles and learning environment development
Document Type
Conference Proceeding
Faculty
Faculty of Business and Public Management
School
School of Business
RAS ID
657
Abstract
This paper considers the role of metacognitive skills in the development of autonomous learners. This is done by considering the use of student cognitive profiles for constructing interfaces for interacting with learning environments. For the purposes of this study, a cognitive profile is considered to consist of measures of an individual’s cognitive style, learning style and personality. Student awareness of the learning process has become increasingly relevant with the shift of emphasis towards active learning. The need for students to become more actively involved in the management of their own learning implies an associated need for each student to be more metacognitively aware of his or her personal resources. It is suggested that each student has a cognitive profile which could help the individual develop his or her learning skills and strategies in the light of useful self-knowledge. Elements of student cognitive profiles were used for reflection and to inform the design of web-based interfaces to learning resources. Computer-based and self-report tests were administered to a group of 64 Human Computer Interaction students. The results of the study are considered and conclusions drawn on their relevance to individual approaches to learning and the design of interfaces for learning environments.
Comments
Webster, W. (2002). Metacognition and the autonomous learner: student reflections on cognitive profiles and learning environment development. In the proceedings of 4th World Conference of the International Consortium for Educational Development: Spheres of Influence: Ventures and Visions in Educational Development. Perth, WA: Organisation and Staff Development Services, University of Western Australia.