Metacognitive Learning: Advancing Learning by Developing by Joke van Velzen

By Joke van Velzen

In this publication, the academic thought of metacognitive studying and its tutorial implications are used to explain and illustrate how freshmen can turn into potent or self-directive beginners. First, 3 degrees of normal wisdom of the training approach are mentioned during this ebook via an summary of analysis experiences. The e-book then describes how newcomers can increase alongside those degrees and learn how to successfully plan their studying. This e-book contains learn and academic fabric founded at the studying and guideline of normal wisdom of the training process.

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By Joke van Velzen

In this publication, the academic thought of metacognitive studying and its tutorial implications are used to explain and illustrate how freshmen can turn into potent or self-directive beginners. First, 3 degrees of normal wisdom of the training approach are mentioned during this ebook via an summary of analysis experiences. The e-book then describes how newcomers can increase alongside those degrees and learn how to successfully plan their studying. This e-book contains learn and academic fabric founded at the studying and guideline of normal wisdom of the training process.

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Additional resources for Metacognitive Learning: Advancing Learning by Developing General Knowledge of the Learning Process

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1 Research Study 1: Levels Research Study 1—Levels (Van Velzen, submitted) was conducted to attain a better understanding of students’ awareness and understanding of their general knowledge of the learning process as it stands. That is, since the participating students were not trained specifically in developing general knowledge of the learning process, their responses can be expected to give an indication of this knowledge as it stands. © Springer International Publishing Switzerland 2016 J. 1007/978-3-319-24433-4_3 27 28 3 General Knowledge of the Learning Process in Practice: What Does It Encompass?

The open-ended questions enabled the participating students to describe their general knowledge of the learning process in their own words, which made it possible to obtain more precise details of their understanding of this knowledge. Particularly, the participating students had been asked to respond as elaborately as possible. The obtained responses were very diverse in that blank and short, but also very comprehensive descriptions were provided by the participating students. Please note that the responses of the participating students that will be presented throughout this book as examples are the truncated versions of the actually obtained responses.

Moreover, some of the characteristics that are common in experts (Chi, Glaser, & Farr, 1988; Ericsson, 2005; Ericsson & Smith, 1991) can be translated to expert learners. For example, experts are characterized as having well-organized knowledge in that they spend relatively much time on problem representation and planning. In the same vein, it can be expected that expert learners have well-organized metacognitive knowledge and spend relatively much time on the thinking through of learning tasks and the setting up of learning plans.

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