Integrating Metacognitive Regulation into the Online Classroom Using Student-Developed Learning Plans.

ABSTRACT: Students and instructors have been faced with unexpected challenges that presented rapidly due to the COVID-19 pandemic. The pandemic forced students into an unfamiliar learning ecosystem to which they had to quickly adapt in order to continue to be successful in their courses. Literature supports the importance of metacognition and self-regulated learning in the success of students in an online environment. More importantly, the concept of metacognitive regulation, which includes monitoring, planning, executing, and adapting learning strategies, is vital to student academic success. These strategies have been shown to close the opportunity gap observed specifically in persons excluded because of their ethnicity or race (PEERs) in STEM. Outlined here is the use of student-developed learnin

SUBMITTER: Roberts JS 

PROVIDER: S-EPMC8011874 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature