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Metacognition research and theory: Analysis and implications for instructional design

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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.

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Authors and Affiliations

  1. Florida State University, Tallahassee, Florida

    Mohamed E. Osman & Michael J. Hannafin

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  1. Mohamed E. Osman
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  2. Michael J. Hannafin
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Osman, M.E., Hannafin, M.J. Metacognition research and theory: Analysis and implications for instructional design. ETR&D 40, 83–99 (1992). https://doi.org/10.1007/BF02297053

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