The B Optimal Library

Experience contributes to learning, but it does not explain the regulatory work learners perform as they interpret tasks, choose strategies, monitor progress, adjust their approach, evaluate results, and transfer learning forward. This article examines how a metacognitive model of learning practice makes that work visible and available for development.

This article breaks down the concept of metacognition, explains why it matters, and explores what faculty and academic coaches can do to help students unlock its potential.