Metacognition research and theory: Analysis and implications for instructional design

Mohamed E. Osman, Michael J. Hannafin

Research output: Contribution to journalArticle

70 Citations (Scopus)

Abstract

Metacognition, a construct with strong empirical and theoretical foundations, is integral to successful learning. Research on metacognition has provided convincing evidence supporting its importance in the instruction and learning processes. In this article, research on several aspects of metacognition are briefly reviewed and analyzed, examples of metacognitive strategies are provided, and implications for instructional design are described.

Original languageEnglish
Pages (from-to)83-99
Number of pages17
JournalEducational Technology Research and Development
Volume40
Issue number2
DOIs
Publication statusPublished - Jun 1992

ASJC Scopus subject areas

  • Education

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