Reimagining Self-Regulated Learning: Helping Students Develop Metacognitive Awareness in Online and Hybrid Learning Environments

Metacognition is broadly defined as awareness and control of one’s learning and is increasingly recognized as an important component of the learning process. For many institutions looking to create and support active learning environments with the aid of technology, the question becomes, in what ways can learning technologies like the learning management system (LMS) be leveraged to promote self-regulation and metacognitive skill development in students? What effect do these interventions have on student learning behaviors and academic outcomes? And how can positive interventions like these be positioned across an institution? To explore this topic in deeper detail, please join us on Thursday, October 29, 2020 from 2:00-3:00pm ET as we explore these questions and more with Drs. Crystal Fulton, James Matthews, and Emma O’Neill from the University College Dublin in Dublin, Ireland.

Don’t miss out! Register for your seat today. Key topics include:

• The efficacy of VLE-based learning interventions in higher education
• Developing self-regulation and metacognitive skills, including:
  • Planning
  • Self-monitoring
  • Self-evaluation
• The use of assessment and feedback processes to develop these metacognitive skills
• Producing of a proof of concept model for potential wider uptake throughout an institution

View the full reimagining teaching and learning series here