Abstract
The cultivation of metacognitive skills is essential throughout the lifespan, playing a pivotal role in enabling individuals to reflect upon and regulate their learning processes. This is especially relevant in the context of open and distance learning (ODL), which offers unique opportunities for learners to take charge of their educational trajectories. This paper delves into the impact of ODL on the development of metacognitive skills among adult learners in Greece. Through quantitative research involving participants engaged in various ODL formats—from undergraduate and postgraduate courses to professional development seminars lasting six months or more—the study investigates the extent to which ODL facilitates enhanced self-regulatory practices and self-awareness. The research seeks to address the metacognitive aspects ODL learners develop. Preliminary findings indicate that there is a transformative potential for ODL in fostering profound metacognitive awareness and autonomy in learning. The implications of these findings extend beyond individual learning gains, offering valuable insights for the design and implementation of future ODL programs aimed at nurturing lifelong learners equipped with critical self-reflective capacities.
Presenters
Georgia KaragianniPhD Candidate, Humanitarian Studies, Hellenic Open University, Achaïa, Greece
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Considering Digital Pedagogies
KEYWORDS
DistanceLearning,Metacognition,Selfregulation
