METACOGNITION AS A CATALYST FOR IMPROVED LEARNING OUTCOMES IN OPEN & DISTANCE EDUCATION

Georgia Konstantia Karagianni

Abstract


Challenges in open and distance education are unique to the learner and generally result in a gap between what is desired and what is realized. This paper explores how metacognition works wonders in bridging this gap and leading to improved learning outcomes within Open and Distance Education (ODE) environments. Metacognitive strategies foster self-regulated learning and assist students in properly planning, monitoring, and assessing their learning processes. In line with this, this paper discusses how metacognition could make a difference in improving academic achievement, promoting independent learning, and building lifelong learning skills within ODE. We demonstrate, from in-depth research and analysis of best practices, how the integration of metacognitive approaches into practice could go a long way in closing the achievement gap and optimizing the educational experience for distance learners. The findings underscore the critical role of metacognition in letting students rise above intrinsic ODE difficulties toward superior learning outcomes.

 

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Keywords


Open & Distance Education, metacognition, self-regulated learning

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DOI: http://dx.doi.org/10.46827/ejoe.v9i1.5567

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