Main Article Content
Using Information and Communication Technologies (ICT) in educational environments has become widespread in latest years. Since research underlined the important role played by metacognition and self-regulation abilities in fostering learning outcomes, the relationship between these aspects appears to be particularly worthy of investigation. In this review, we present 14 studies that have deepened the relationship between ICT, metacognitive skills and learning outcomes by identifying two main categories. Some articles investigated the effects of ICT environments combined with metacognitive aspects of learning outcomes, while others investigated the reciprocal relationship between ICT and metacognition. In general, from our review, the interaction between ICT and metacognition in producing better learning outcomes appears well established and the results highlight a bi-directional relationship between metacognition and ICT, but also allow to draw attention to gaps requiring further research.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.
The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS.
The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.
The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.
The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.
The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.
For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code
- Al-Samarraie, H., Teo, T., & Abbas, M. (2013). Can structured representation enhance students’ thinking skills for better understanding of E-learning content? Computers & Education, 69, 463–473.
- Antonietti, A., & Cantoia, M. (2009). Media and learning: What can cognitive psychology suggest to multimedia education? Research on Education and Media, 1, 47-62.
- Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students' ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29, 344-370.
- Barak, M. (2010). Motivating self-regulated learning in technology education. International Journal of Technology and Design Education, 20, 381–401.
- Battistelli, P., Cadamuro, A., Farneti, A., & Versari, A. (2009). Do university students know how they perform? International electronic journal of elementary education, 2, 180-198.
- Bjork, R. A., & Yan, V. X. (2014). The increasing importance of learning how to learn. In M. A. McDaniel, R. F. Frey, S. M. Fitzpatrick, & H. L. Roediger III (Eds.), Integrating cognitive science with innovative teaching in STEM disciplines (pp. 15–36). St Louis: Washington University.
- Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe, (Eds.) Metacognition, motivation, and understanding (pp. 65-116). Hillsdale, NJ: Lawrence Erlbaum.
- Cacciamani, S., Cesareni, D., Martini, F., Ferrini, T., & Fujita, N. (2012). Influence of participation, facilitator styles, and metacognitive reflection on knowledge building in online university courses. Computers & Education, 58, 874-884.
- De Beni R, Meneghetti C., Pezzullo L. (2010). Approccio metacognitivo e corsi universitari a distanza. TD-Tecnologie Didattiche, 49, 21-28
- Fiore, S., & Vogel-Walcutt, J. J. (2010). Making Metacognition Explicit: Developing a Theoretical Foundation for Metacognitive Prompting During Scenario-based Training. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 54, 2233-2237.
- Flavell J. H. (1979). Metacognition and cognitive monitoring. American psychologist, 34, 906-911.
- Hsu, L. L., & Hsieh, S. I. (2011a). Effects of a blended learning module on self‐reported learning performances in baccalaureate nursing students. Journal of advanced nursing, 67, 2435-2444.
- Hsu, L. L., & Hsieh, S. I. (2011b). Factors associated with learning outcome of BSN in a blended learning environment. Contemporary Nurse, 38, 24-34.
- Hsu, Y. S., & Lin, S. S. (2017). Prompting students to make socioscientific decisions: embedding metacognitive guidance in an e-learning environment. International Journal of Science Education, 39, 964-979.
- Klein, H. J., Noe, R. A., & Wang, C. (2006). Motivation to learn and course outcomes: The impact of delivery mode, learning goal orientation, and perceived barriers and enablers. Personnel psychology, 59, 665-702.
- Kramarski, B., & Gutman, M. (2006). How can self‐regulated learning be supported in mathematical E‐learning environments? Journal of Computer Assisted Learning, 22, 24-33.
- Lee, J., & Stankov, L. (2013). Higher-order structure of noncognitive constructs and prediction of PISA 2003 mathematics achievement. Learning and Individual Differences, 26, 119-130.
- Lee, Y. H., & Wu, J. Y. (2013). The indirect effects of online social entertainment and information seeking activities on reading literacy. Computers & Education, 67, 168-177.
- Ligorio, M.B., Loperfido, F.F., Sansone, N., & Spadaro, P.F. (2010). Blending educational models to design blended activities. In F. Pozzi & D. Persico, (Eds.): Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical Perspectives (pp. 64-81). Information Science Publishing
- Manning, B. H., Glasner, S. E., & Smith, E. R. (1996). The self-regulated learning aspect of metacognition: A component of gifted education. Roeper Review, 18, 217-223.
- Ramirez-Arellano, A., Bory-Reyes, J., & Hernández-Simón, L. M. (2019). Emotions, motivation, cognitive–metacognitive strategies, and behavior as predictors of learning performance in blended learning. Journal of Educational Computing Research, 57, 491-512.
- Sáiz Manzanares, M. C., Marticorena Sánchez, R., García Osorio, C. I., & Díez-Pastor, J. F. (2017). How do B-Learning and learning patterns influence learning outcomes?. Frontiers in Psychology, 8, 745.
- Smeets, E. (2005). Does ICT contribute to powerful learning environments in primary education? Computers & Education, 44, 343-355.
- Thomas, A. O., Antonenko, P. D., & Davis, R. (2016). Understanding metacomprehension accuracy within video annotation systems. Computers in Human Behavior, 58, 269-277.
- van Vliet, E. A., Winnips, J. C., & Brouwer, N. (2015). Flipped-class pedagogy enhances student metacognition and collaborative-learning strategies in higher education but effect does not persist. CBE-Life Sciences Education, 14, 1-10.
- Whitworth, A. (2007). Communicative Competence in the Information Age: Towards a critical theory of information literacy in Andretta, S. (Ed.): Change and challenge: Information Literacy for the 21st Century, Blackwood: Auslib.
- Yang, Y. F. (2012). Blended learning for college students with English reading difficulties. Computer Assisted Language Learning, 25, 393-410.
- Zhang, W. X., Hsu, Y. S., Wang, C. Y., & Ho, Y. T. (2015). Exploring the impacts of cognitive and metacognitive prompting on students’ scientific inquiry practices within an e-learning environment. International Journal of Science Education, 37, 529-553.
- Zhao, H., & Chen, L. (2016). How Can Self-regulated Learning Be Supported in E-learning 2.0 Environment: a Comparative Study. Journal of Educational Technology Development and Exchange, 9, 1-20.
- Zimmerman B.J. (2008). Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American educational research journal, 45, pp. 166-183.