The Model of Metacognitive Skill and How to Facilitate Development of the Skill

Through a survey of several computer-based learning environments and the methods under the title "metacognition", we recognize there are various concepts called "metacognition", and lack of common vocabulary and a system of concepts to represent cognitive and/or metacognitive phenomena. We propose a double-loop model of metacognitive activities as our criterion to distinguish metacognitive activities from cognitive activities. Based on the model, we consider difficulties to do metacognitive activities, especially, how to support a learner's development of self-regulation skill. So, we also propose a learning support environment to facilitate development of a learner's self-regulation skill. The environment provides learners with opportunities to develop their self-regulation skill gradually: first, they learn the skill by observational learning, and then, they learn the skill using it as a kind of the basic cognitive activity. Finally, they try to use the skill as one of the metacognitive skills with computer system's supports.