This study uses design-based research to explore how negotiated assessment contributes to students’ metacognitive processing. Metacognitive processing is shown to be linked to self-regulation and the development of generic skills. The research derived a conceptual framework from the literature that was integrated into a face-to-face learning strategy and evaluated. The results of this study wer...

Metacognitive skills are critical in learning but difficult to teach. Thus the question becomes how can we facilitate metacognitive tutoring? We present an exploratory learning environment called MILA-T with embedded metacognitive tutors imitating five functional roles of teachers in classrooms. We tested MILA–T in a controlled experiment with 237 middle school students. We examine the impact o...

This study investigated role of the self-directed learning skills, metacognitive awareness, and 21st century skills competences in predicting readiness for online during COVID-19 pandemic. Century Skills Competences Scale, Self-Directed Learning Metacognitive Awareness Inventory, Readiness Online Scale were used to collect data from 834 prospective teachers. Structural equation modelling (SEM) ...

Intelligent tutoring systems often emphasize learner control: They let the students decide when and how to use the system's intelligent and unintelligent help facilities. This means that students must judge when help is needed and which form of help is appropriate. Data about students’ use of the help facilities of the PACT Geometry Tutor, a cognitive tutor for high school geometry, suggest tha...

Growing recognition of the importance of understanding metacognitive behaviour as it occurs in everyday learning situations has prompted an expansion of the methodological approaches used to examine metacognition. This becomes especially pertinent when examining the process of metacognitive change, where 'on-line' observational approaches able to capture metacognitive performance as it occurs d...