Abstract:

Metacognitive skills encompass a range of cognitive processes crucial for effective learning. Metacognition, including beliefs, awareness, experiences, knowledge, and skills, is a potent predictor of learning in Higher Education. This paper emphasizes the need to explore metacognition as a skill for lifelong learning and leadership development. Therefore, it underscores the importance of pedagogical choices and innovative methods like Inquiry learning and Lego pedagogy, in enhancing metacognitive skills. Furthermore, feedback and assessment methods are pivotal for nurturing metacognition, aligning with the demands of 21st-century skills and future work-life competencies. More theoretical work is needed on the interplay between metacognition and the learning process from a teacher’s perspective. The main research question of the current paper is posed as "What pedagogical choices and learning methods are useful to enhance metacognitive skills?" Furthermore, the paper discusses other issues related to metacognition, for example, does metacognition need to be conscious or can it also become automated? And is metacognition always domain-specific or are there also more general forms of metacognition?

The data presented in cases 1, 2, and 3 offer practical insights into applying metacognitive skills in multiple learning contexts related to Business education. First, data from a course on Leadership and Managerial Work at the Business School University of Eastern Finland is analyzed. Second, data collected from an e-learning context, a course in Human Resource Management is analyzed. Third, data from a course on Human Resource Management for Medical Doctors in a hybrid learning context (in-person and e-learning at the same time plus asynchronous materials) is analyzed. The data comprises multiple written assignments, course feedback, and photographs and is analyzed by qualitative content analysis and analysis of narratives.

Preliminary findings highlight the role of emotion (self-reported reflective learning diaries), socially shared metacognition (facilitated in group working), and feedback giving & receiving skills (demonstrated e.g. acting as an opponent). The findings show that the students overcame their fears in the course of the study and they found working in groups inspiring and interesting compared to traditional studying. They reflected their feelings and emotions in a positive way in the learning process. The methods of inquiry learning and the way of teaching coached the students to the challenges of nowadays working life. They seemed to get an idea of the diversity of future working and learning. While working in groups they learn from each other, and they elaborate the ideas together. Further studies of the findings revealed the need for good assessment and feedback, which is supportive, feedforward characteristics, strengths-based, empowering, and task-oriented.

More findings will be discussed in the oral presentation. Integrating metacognitive instruction into various activities is one step to help students see its relevance and applicability across their education. Teaching metacognitive skills equips learners with valuable tools to become more self-directed, reflective, and successful in their educational journey. In conclusion, this paper discusses the role of metacognitive skills in learning, provides strategies for their cultivation, and emphasizes their relevance for lifelong success in Higher Education and beyond.

Keywords:

Metacognition, Metacognitive Skills, Learning Methods, Higher Education.