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
AN - SCOPUS:0040080419
SN - 1042-1629
VL - 40
SP - 83
EP - 99
JO - Educational Technology Research and Development
JF - Educational Technology Research and Development
IS - 2
ER -