A hybrid model for an e-learning system which develops metacognitive skills at students

Abstract

One of the goals of academic education is to train students in view of acquiring metacognitive skills, thus becoming self-regulated learners prepared for for lifelong learning. The research in this area has proved that metacognition can be taught and learned and that self-regulation behavior can be guided and constrained by the features of the learning environment. In order to become an educational environment, attractive and at the same time efficient for the students and which would enable students to develop their metacognitive skills, the e-learning system needs continuous improvments. This paper presents a hybrid model of an e-learning system, MEM - Metacognitive E-learning system Model, which aims to develop metacognitive skills in students, based on three learning principles of the InTime model, principles which are adapted from Peter Ewell's point of view regarding the complexity of the learning process, and on the metacognitive regulations. © 2013 Springer-Verlag Berlin Heidelberg.