In this post, Lauren Scharff suggests that some features of e-text learning applications might promote the likelihood that students prioritize “learning efficiently,” resulting in a short-changing of their long-term, deep learning.
In this post, John Draeger describes his effort to promote metacognition among both academics and business professionals. While not a “magic elixir,” metacognition puts us on the road towards better planning, better monitoring, better acting, and better alignment with our overall goals.
In this post, Ed Nuhfer describes recent research that illustrates fundamental challenges of data interpretation, specifically with respect to data related to self-assessment of understanding, a key concept for metacognition.