Module 4 introduces two fundamental and related concepts in the domain of learning and instruction: Metacognition and Self-Regulation. The concept of metacognition was introduced during the seventies by John Flavell. He coined the term, based on his influential research into the way preschool and primary school children predicted their performance on a memory task. The concept of self-regulation has a more recent origin. It was introduced in the nineties by Dale Schunk and Barry Zimmerman. Self-regulation refers to the skills learners have developed to control and monitor their learning behavior.
Learning goals of Module 4
After studying Module 4:
- You understand the meaning of the concepts of metacognition and self-regulation.
- You understand the meaning of the concepts of metacognitive awareness and metacognitive strategies.
- You can distinguish between metacognition and intelligence.
- You can relate the models of Zimmerman and Campillo (2003) and Nelson and Narens (1996).
- You can relate the outcomes of experimental studies into the effects of providing cognitive and metacognitive learning tools to practical guidelines for fostering self-regulated learning.
Programme of Module 4
In this module, we first focus on the meaning of the concepts of metacognition and self-regulation. After this theoretical exploration, we will discuss some examples of Dutch experimental research into the role of metacognition and self-regulation in teaching and learning. Eventually, we will use theory and research outcomes to identify guidelines to foster the development of self-regulation skills to control and monitor learning processes.