Metacognitive approach and distance university courses
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Published
Jan 1, 2010
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Abstract
Distance university courses adopting e-learning techniques are increasingly common today. The literature examining factors in academic achievement has shown that metacognition plays a fundamental role in supporting successful study. This paper jointly examines the roles of e-learning and the metacognitive approach as applied to distance university courses. The experience gained with undergraduate and postgraduate courses at Padua University’s Faculty of Psychology will be presented and discussed.
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Articles - Special Issue
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References
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De Beni R., Trentin R., Rizzato R. (2008). Pensando agli studenti. Servizio di aiuto psicologico. Padova: Cleup.
Falvell J. H. (1981). Cognitive monitoring. In W. P. Dickson (ed.). Children’s oral communication skills. New York, Academic Press.
Jacob J., Paris S. (1987). Children metacognition about reading: issues in definition, measurement and instruction. Educational Psychologist, 22, pp. 225-278.
Mammarella N., Cornoldi C., Pazzaglia F. (2005). Psicologia dell’apprendimento multimediale. Bologna: Il Mulino.
Meneghetti C., De Beni R., Cornoldi C. (2007). Strategic knowledge and incoherence in students with good and poor study skills. European Journal of Cognitive Psychology, 19, pp. 628-649.
Moè A., Cornoldi C., De Beni R., Veronese L. (2004). How can a student’s depressive attitude interfere with the use of good self-regulation skills? Advances in Learning and Behavioral Disabilities, 17, pp. 207-220.
Pazzaglia F., Moè A., Friso G., Rizzato R., (2002). Strategie di empowerment cognitivo. Trento: Erickson.
Antonietti A., Fabio R.A. (2002). Computer e apprendimento. Ricerche di Psicologia, 25, Numero monografico speciale.
Borkowski J., Muthukrishna N. (1994). Lo sviluppo della metacognizione nel bambino: un modello utile per introdurre l’insegnamento meta cognitivo in classe. Insegnare all’Handicappato, 8, pp. 229-251.
Cornoldi C. (1995). Metacognizione e apprendimento. Bologna: Il Mulino.
Cornoldi C. (2007). Difficoltà e disturbi dell’apprendimento. Bologna: Il Mulino.
Cornoldi C., De Beni R., Zamperlin C., Meneghetti C. (2005). AMOS 8-15. Strumenti di valutazione di abilità e motivazione allo studio per studenti dagli 8 ai 15 anni. Trento: Erickson.
Cornoldi C., De Beni R., Fioritto M. C. (2003). The assessment of self-regulation in college students with and without academic difficulties. In T.E. Scruggs, M.A. Mastropieri (eds.). Advances in Learning and Behavioral Disabilities (numero su Identification and assessment), 16, pp. 231-242.
De Beni R., Pazzaglia F., Molin A, Zamperlin C. (2001). Psicologia cognitiva dell’apprendimento. Trento: Erickson.
De Beni R., Trentin R., Rizzato R. (2008). Pensando agli studenti. Servizio di aiuto psicologico. Padova: Cleup.
Falvell J. H. (1981). Cognitive monitoring. In W. P. Dickson (ed.). Children’s oral communication skills. New York, Academic Press.
Jacob J., Paris S. (1987). Children metacognition about reading: issues in definition, measurement and instruction. Educational Psychologist, 22, pp. 225-278.
Mammarella N., Cornoldi C., Pazzaglia F. (2005). Psicologia dell’apprendimento multimediale. Bologna: Il Mulino.
Meneghetti C., De Beni R., Cornoldi C. (2007). Strategic knowledge and incoherence in students with good and poor study skills. European Journal of Cognitive Psychology, 19, pp. 628-649.
Moè A., Cornoldi C., De Beni R., Veronese L. (2004). How can a student’s depressive attitude interfere with the use of good self-regulation skills? Advances in Learning and Behavioral Disabilities, 17, pp. 207-220.
Pazzaglia F., Moè A., Friso G., Rizzato R., (2002). Strategie di empowerment cognitivo. Trento: Erickson.