| Title | Chapter 1: Metacognition |
|---|---|
| Subtitle | The cognitive and affective architecture of self-directed learning |
| DOI | https://doi.org/10.4102/aosis.2024.BK484.01 |
| Landing page | https://books.aosis.co.za/index.php/ob/catalog/book/484 |
| License | https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Copyright | Bernadette Geduld, Byron J Bunt & Divan Jagals (eds.). Licensee: AOSIS (Pty) Ltd. The moral right of the editors and authors has been asserted. |
| Publisher | AOSIS |
| Long abstract | Both metacognition and self-directed learning (SDL) research have reached a pivotal moment in 21st-century teaching and learning. As an educational necessity, the notion of an underlying principle of learning to discover and support sometimes unique learning needs, goals and processes calls for the exploration of the increasing number of research available on the topic. This chapter explores the epistemology of metacognition and SDL, drawing on historical and philosophical perspectives. The term ‘architecture’ refers to the structured organisation of mental processes, where metacognition involves the ability to think about, monitor and evaluate these processes. Cognitive and affective domains are crucial for fostering higher-order thinking skills, essential for developing motivated, creative individuals capable of solving real-world problems. Negative emotions such as anxiety and low confidence can hinder learning engagement and academic success. The work of John Flavell, introducing metacognition, and Malcolm Knowles, emphasising SDL, laid the foundation for understanding these concepts. Knowles defined SDL as a process where individuals independently identify learning needs, set goals and evaluate outcomes. This chapter argues that educators must develop metacognitive skills to create engaging and supportive learning environments. Such environments foster meaningful learning opportunities and positive affective experiences, encouraging students to become self-directed learners. The chapter underscores the need for educational research to further investigate the interplay of cognitive and affective factors in learning. |
| Print length | 19 pages |
| Language | English (Original) |
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Divan Jagals is a senior lecturer in the field of Curriculum Studies, Philosophy and Research Methodology in the School of Professional Studies in Education at the Potchefstroom campus of the North-West University. He has 16 years of educational experience in both secondary and tertiary education, in contact, blended and distance education contexts. He is also an editorial board member of a number of international journals, and he is the recipient of several research grants for national and international research projects. The most recent project involvements include the facilitation of metacognitive awareness through a personalised and adaptive online learning platform using adaptive prompts to promote self-directed learning, as well as a project set towards developing a self-transcendent philosophy of self-directed learning. He was also selected as one of three research fellows to complete a 4-month research fellowship under the guidance of the UNESCO Chair for Personalised and Adaptive Distance Education at the Swiss Distance University of Applied Sciences. He has published research on worldviews and their connection with the affective domain through metacognitive awareness in several national and international research journals and (co-)-authored numerous academic book chapters and presented research findings on metacognition, philosophy and self-directed learning at various national and international conferences. He acts as a supervisor for postgraduate students who conduct research in the field of self-directed learning and metacognition. He holds a Doctorate in Mathematics Education, and his research interests include the facilitation of metacognitive awareness to understand and promote self-directed learning.