Meta Cognition [from ealier post] July 13, 2010

The globality-specificity dimension as mentioned in Locus of Control criteria can be applied within the realm of Meta-Cognition, in that we can apply the reinforcement of the learning processes in ways of structure. The following are the aspects of Meta-Cognition:
1. Metacognitive knowledge (also called metacognitive awareness) is what individuals know about themselves and others as cognitive processors.
2. Metacognitive regulation is the regulation of cognition and learning experiences through a set of activities that help people control their learning.
3. Metacognitive experiences are those experiences that have something to do with the current, on-going cognitive endeavor.
Metacognition refers to a level of thinking that involves active control over the process of thinking that is used in learning situations. Planning the way to approach a learning task, monitoring comprehension, and evaluating the progress towards the completion of a task: these are skills that are metacognitive in their nature. Similarly, maintaining motivation to see a task to completion is also a metacognitive skill. The ability to become aware of distracting stimuli – both internal and external – and sustain effort over time also involves metacognitive or executive functions. The theory that metacognition has a critical role to play in successful learning means it is important that it be demonstrated by both students and teachers. Students who demonstrate a wide range of metacognitive skills perform better on exams and complete work more efficiently. They are self-regulated learners who utilize the "right tool for the job" and modify learning strategies and skills based on their awareness of effectiveness. Individuals with a high level of metacognitive knowledge and skill identify blocks to learning as early as possible and change "tools" or strategies to ensure goal attainment. The meta-cognologist is aware of their own strengths and weaknesses, the nature of the task at hand, and available "tools" or skills. A broader repertoire of "tools" also assists in goal attainment. When "tools" are general, generic, and context independent, they are more likely to be useful in different types of learning situations.
When one seeks to find the “right tools,” we can place the conditions for the learning delivery in a series of modes that are appropriate for the teaching and learning needs of the field. One of the skill-set requirements for learning online is “connectivity,” which is the “control” for meta-learning. The learning process requirements are suggested here to be globality-specificity, and connectivity, taking from the Locus of Control and Meta-Learning ranges for the definitions within which the theories are discussed.