How adults use metacognition to learn

brianleeeee

Metacognition is the process of self-assessment and self-correction. It includes evaluating progress, correcting errors, and implementing and perhaps changing learning strategies. Learners engaged in metacognition think about

[li]implementing their preferred learning strategies [/li][li]assessing their progress by answering self-assessment questions or practice questions, and determining the degree to which the instruction meets their needs or expectations[/li][li]implementing remedial learning strategies such as re-reading instructional information.[/li]

A quintessential metacognitive statement is, “I got it!” or its converse, “I’m lost.”
Preferred learning strategies. Adult learners typically have a set of strategies for how they learn. For example, some learners believe that repetition is critical but other believe that they learn best when they just dive in and try a task or a procedure. Meanwhile, other learners rely heavily on visuals or pictures.
Assess progress. Adult learners are continuously evaluating their performance and their progress. They want to be able to answer the question, “Am I getting this?” To come up with an answer, learners typically ask themselves questions and use whatever practice questions are available.

[li]Self-assessment questions: Adult learners have many prior assessment experiences so they know how to create their own self-assessments. Some learners are very methodical about their self assessments. For example, some learners write down their questions or new acronyms and then try to answer those questions or define the acronyms. Some learners are less structured about their self-assessments but their goal is the same, which is to feel confident that they understand and can apply the new information.
[/li][li]Practice questions: The practice questions that are sometimes available in self-paced, technology-based training are valuable and useful to adult learners. These practice questions reduce the amount of time learners spend creating their own self-assessments and, assuming the questions include the correct answer, practice questions help learners either feel confident that they understand the content or indicate that they need to re-read the content or employ other remedial strategies.
[/li][li]Need or expectation questions: Another aspect of self-assessment is when learners consider whether or not the training meets their needs or expectations. Typically, adult learners choose self-paced, technology-based training because they need to know something to complete a specific task or assignment in the near future. As they read the instruction, adult learners frequently ask themselves if this information is going to help them perform that task or complete that assignment. Learners are frustrated if they perceive that the training is not going to help them with their immediate needs or if they are not in a situation where they can immediately apply what they are learning. [/li]

Remedial learning strategies. Adult learners want to succeed. They want to feel confident in their understanding of and ability to use their new skills. If they don’t feel confident, adult learners often re-read confusing information, question the degree to which the confusing content meets their needs and/or look for familiar terminology. They also talk to colleagues and supervisors or try to apply or use the confusing content.

[li]Re-read information: Adult learners re-read instructional content either to clarify an area of confusion or to look for specific information. Either way, learners assess their understanding and decide that something is missing or confusing.
[/li][li]Look for familiar terminology: When learners are confused, they sometimes find a term or acronym that’s familiar and helps them put the content into a realistic setting. That is, learners link the familiar term or acronym to one or more of their prior experiences and that enables them to create an example of how they might use the confusing content. [/li]

Self-assessment and self-correction assumes the ability to easily navigate a self-paced, technology-based course. If the navigation is difficult or confusing, a learner’s self-assessment is “I’m lost!” Even when the content is interesting, accurate, and relevant to the learner, if the interface or navigation is confusing, the learner can’t get to the content. It’s like having a box lunch but the food is sealed inside a locked box and you don’t have the key!