Norman Jackson (2004) offers a quick introduction to a cluster of related issues, including metalearning, self-regulation, reflection, and performance. Of note, five diagrams provide helpful visualizations of the various conceptual interrelationships.
Jackson, N. (2004). Developing the concept of metalearning. Innovations in Education and Teaching International, 41(4), 391-403.
Noel Entwistle and Velda McCune (2004) catalog the evolution of learning inventories over the last fifty years. The article is particularly useful in highlighting the ways similar ideas are discussed using differing terminology. Because of the article’s scope, readers can become quickly familiar with broad trends.
Entwistle, N., & McCune, V. (2004). The conceptual bases of study strategy inventories. Educational Psychology Review, 16(4), 325-345.
Randy Isaacson and Frank Fujita (2006) consider the effects of metacognitive judgments on anticipated performance, self-efficacy, and learning satisfaction in introductory psychology students. Of note, the study allowed students to choose test questions based on their self-assessment of the comprehension of the material.
Isaacson, R. M., & Fujita, F. (2006). Metacognitive Knowledge Monitoring and Self-Regulated Learning: Academic Success and Reflections on Learning. Journal of Scholarship of Teaching and Learning, 6(1), 39-55.
http://files.eric.ed.gov/fulltext/ED486247.pdf
Mary Huber and Pat Hutchings (2004) consider the value of integrative learning (e.g., to becoming a more motivated learner, a more nimble employee, a more responsible citizen, an educated person) and the role metacognition can play in making learning more integrative. They write, “Reflection. Metacognition. Learning how to learn. Whatever the language or lineage, the idea of making students more self-aware and purposeful –more intentional –about their studies is a powerful one, and it is key to fostering integrative learning. Assisting students to develop such capacities poses important challenges for campus reforms around teaching and learning” (7).
Huber, M. T., & Hutchings, P. (2004). Integrative Learning: Mapping the Terrain. The Academy in Transition. Association of American Colleges and Universities.
This Faculty Focus article by Maryellen Weimer summarizes and expands Tanner’s (2012) study on promoting student learning. She discusses metacognitive promoting strategies such as questions to ask students (e.g., How have I prepared for class today?).
Please check it out (http://www.facultyfocus.com/articles/teaching-professor-blog/teaching-metacognition-to-improve-student-learning/)
Tanner, K. D. (2012). Promoting student metacognition. Cell Biology Education—Life Sciences Education, 11 (Summer), 113-120.
In this article by John Dulosky and colleagues (2013) they review an incredible amount of research on various learning strategies (e.g., elaborative interrogation, self-explanation, keyword mnemonic, etc.). This is a truly amazing resource. See below for full citation.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.