Tracks for learning: Metacognition and learning technologies

Abstract

Research into metacognition suggests that learners need to become aware of the processes of their learning as distinct from the content of learning to improve their learning outcomes. Information technologists have the opportunity to take theoretical views of learning and develop design models to investigate and demonstrate these theoretical views. One way of doing this is by providing interactive multimedia programs that support student centred learning.There are too many examples of educational multimedia that fail to exploit its capability to offer interactive practice of a subject (Laurillard, 1993).This paper outlines an investigation into the nature of metacognition and its relation to the learning process in a constructivist interactive multimedia learning environment.