When talking about conceptualizing a metacognitive learning process model, we have to go even a step before that and take a look at the teacher's role in that matter. This role of conceptualizing a learning process has to consider the fact that students are not "on the same page" for a number of reasons.

These reasons can be differences in the ability to acquire knowledge in general or also knowledge, which is already acquired in the past. Determining a process where you can begin at different points of time in the process, is difficult to achieve in classical environments. In an eLearning environment the individual learner can be addressed with questions that determine, where to enter the process.

So, if students are not on the same page the process must be arranged in a way that allows to reach them at their individual level. This means a tremendous shift for the ability of reaching every single student without the negative effects, social influence can have here in classical environments. And what I mean by these negative effects is for example the students concern to ask a question in fear of social judgement or a more advanced student to be bored by questions about what he or she already knows.

Coming back now to the teacher's role, which moves from creating sameness with all the negative effects in a classroom for reasons of limited possibilities towards the idea to modelling a process of learning. The structure needs to be created by teachers dependent on the media used and the way of engagement of students with the content. So, it also is important to understand, why students participate in this process of learning and what they expect to take away. The satisfaction of their needs is crucial for their future engagement with the learning process the teacher created.

I would like to read your opinions in the teacher's role of conceptualizing the learning process. Thanks.

Marc van Treeck