Exploring Adult Learners' Metacognition: A Survey of In-Person and Online Adult Learners

• In Event: Roundtable Session 38
  In Roundtable Session: Reflections on Adults' Ways of Thinking and Learning

Abstract

Due to limited research on adult learners' metacognitive awareness in in-person and online learning contexts, the goals of this study were to: (1) characterize adults' metacognitive awareness and (2) determine metacognitive awareness among learners who identify as a primarily "online learner" or "in-person learner." Survey results indicate that adult learners need additional support in their information management and evaluation strategies. Online learners were significantly stronger than in-person learners on five factors of knowledge of cognition and regulation of cognition, whereas in-person learners were significantly stronger than online learners on one factor of regulation of cognition. This research explores adult learners' assessment of their metacognitive awareness to identify ways to better support their metacognitive development in learning environments.

Authors

• Kathryn Wozniak, Concordia University Chicago

• Jose Zagal, DePaul University