Metacognition research and theory: Analysis and implications for instructional design

  • Mohamed E. Osman
  • Michael J. Hannafin
Development

DOI: 10.1007/BF02297053

Cite this article as:
Osman, M.E. & Hannafin, M.J. ETR&D (1992) 40: 83. doi:10.1007/BF02297053

Abstract

Metacognition, a construct with strong empirical and theoretical foundations, is integral to successful learning. Research on metacognition has provided convincing evidence supporting its importance in the instruction and learning processes. In this article, research on several aspects of metacognition are briefly reviewed and analyzed, examples of metacognitive strategies are provided, and implications for instructional design are described.

Copyright information

© Association for Educational Communications and Technology 1992

Authors and Affiliations

  • Mohamed E. Osman
    • 1
  • Michael J. Hannafin
    • 1
  1. 1.Florida State UniversityTallahassee