Development of Cognitive and Meta-Cognitive Strategies for Raising Learners' Awareness of Learning

Abstract

This article examined students' cognitive and metacognitive awareness empirically supported learning strategies.  Overall, the two-way coding, static-media presentations, low-percentage details, tests, and interval strategies describing the strategy could not predict learning outcomes.  There are shortcomings in the strategy of creating your own learning materials.  In addition, an independent measure of cognitive and metacognitive self-management needs to be developed.  This article shows that students are unaware of a few specific strategies that can benefit memory for the information they receive during the course.  In addition, training on practical education and memory topics has the potential to improve cognitive and metacognitive decisions in these areas. In this article discusses about development of cognitive and meta-cognitive strategies for increasing learners' awareness of learning.