Metacognition research and theory

Analysis and implications for instructional design

Mohamed E. Osman, Michael J. Hannafin

Research output: Contribution to journalArticle

66 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

Fingerprint

learning process
instruction
learning
evidence

ASJC Scopus subject areas

  • Education

Cite this

Metacognition research and theory : Analysis and implications for instructional design. / Osman, Mohamed E.; Hannafin, Michael J.

In: Educational Technology Research and Development, Vol. 40, No. 2, 06.1992, p. 83-99.

Research output: Contribution to journalArticle

@article{b7352f6887a14577b0a479960363c679,
title = "Metacognition research and theory: Analysis and implications for instructional design",
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.",
author = "Osman, {Mohamed E.} and Hannafin, {Michael J.}",
year = "1992",
month = "6",
doi = "10.1007/BF02297053",
language = "English",
volume = "40",
pages = "83--99",
journal = "Educational Technology Research and Development",
issn = "1042-1629",
publisher = "Springer Boston",
number = "2",

}

TY - JOUR

T1 - Metacognition research and theory

T2 - Analysis and implications for instructional design

AU - Osman, Mohamed E.

AU - Hannafin, Michael J.

PY - 1992/6

Y1 - 1992/6

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=0040080419&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0040080419&partnerID=8YFLogxK

U2 - 10.1007/BF02297053

DO - 10.1007/BF02297053

M3 - Article

VL - 40

SP - 83

EP - 99

JO - Educational Technology Research and Development

JF - Educational Technology Research and Development

SN - 1042-1629

IS - 2

ER -