Metacognition and Its Interactions with Cognition, Affect, Physicality and Off-Task Thought:Inside t

The BeginningWhy write or, for that matter, read this book?How is the independent learning experience examined and ultimately understood in this book?The chapters that followIndependent learningBut first, learning…What is independent learning?The ILE research presented in this studyMetacognition: the key that unlocks the doorIntroductionMetacognition and cognitionUnderstandings of metacognitionMetacognition and educationThe body of research, new data, and applied approachesThe independent learning experience: what is it made of?IntroductionTypology of processing that occurs during independent learningThe elements of metacognition: definitions and examplesFindings from the three tasks: ILEs as dataControl of thought and task performanceIntra-personal metacognitive activity across different tasksAffective, physical and off-task processingThe ILE: how do all the elements interact?Affective, physical, and off-task processingThe grounded theory: a theory of multi-dimensional complexity within and between metacognition, cognition, and other processing during independent learningThe multi-dimensions of each type of processingNon-linear and complex interactionsCognition and metacognition interactionsWider processing interactionsCase studies: individual and group ILEsIntroductionCase Study 1: individual independent learningHiroshiCase Study 2: group independent learningExploratory findings and their implications for learningComplex interplay within and between metacognition, cognition, and other categories of processingMetacognitive engagement (activity or frequency of activity) does not necessarily result in good performanceHigh frequency switching between metacognition and cognitionLower frequency switching between metacognition and other forms of processingIn socially shared metacognition, individuals contribute metacognitive prompts, which, in turn, trigger further metacognitive/cognitive action within the broader group. Individual contributions can be both collaborative and cooperativeIn social learning, off-task processing is more sustainedAffective processing impacts/is impacted by metacognition and cognitionPhysical processing impacts/is impacted by metacognition and cognitionThe significance of off-task processing: a need for further examinationLearners spend more time in sustained periods of cognition when the task is less complex (where the task has less elements, not necessarily lesser difficulty) and more time moving between cognition and metacognition when the task is more complexThe complex manner in which processing occurs during independent learning highlights the individualised nature of learning, the complexity of group dynamics and cultural context and the impacts of these factors on processing during independent learningUnconscious metacognitionBroader educational considerationsIdeas for educational practice: three streamsA focus on teaching: the metacognition of educatorsAppendicesAppendix A: Categories of conscious thought processing during learning and their definitionsA.l Processing Categories and DefinitionsA.2. Metacognitive Processing Categories and DefinitionsB.l Independent Language Learning Task - Learning Plan PromptsВ.2 Coded Transcript of an Individual Independent Learning Experience (task 1)Appendix C: Coded transcript of a group independent learning experience (task 2)Appendix D: Coded transcript of a pair independent learning experience (learning task 3)
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