Exploring metacognition as support for learning transfer

Lauren Scharff; John Draeger; Dominique Verpoorten; Marie Devlin; Lucie S Dvorakova; Jason M Lodge; Susan Smith

doi:10.20343/teachlearninqu.5.1.6

Authors

Lauren Scharff United States Air Force Academy
John Draeger State University of New York Buffalo State
Dominique Verpoorten University of Liège
Marie Devlin Newcastle University
Lucie S Dvorakova University of Queensland
Jason M Lodge University of Melbourne
Susan Smith Leeds Beckett University

DOI:

https://doi.org/10.20343/teachlearninqu.5.1.6

Keywords:

learning transfer, metacognition, learning processes, teaching, student perspectives, faculty perspectives

Abstract

The ability to transfer learning to new situations lies at the heart of lifelong learning and the employability of university graduates. Because students are often unaware of the importance of learning transfer and staff do not always explicitly articulate this expectation, this article explores the idea that metacognition (intentional awareness and the use of that awareness) might enhance the development of learning transfer. Our exploratory study includes results from a survey of 74 staff and 118 students from five institutions in Australia, Belgium, UK, and USA. Our data indicate that many staff and a majority of students do not have a clear understanding of what learning transfer entails, and that there are many mismatches between staff and student perceptions, attitudes, and behaviors regarding learning transfer. This helps explain why learning transfer does not occur as often as it could. We found significant positive correlations between thinking about transfer and thinking about learning processes and the likelihood to use awareness of metacognition to guide practice. Our findings suggest a positive relationship between metacognition and learning transfer. Implications for the scholarship of teaching and learning are discussed.

Metrics

Metrics Loading ...

Author Biographies

Lauren Scharff, United States Air Force Academy

Lauren Scharff is Director, SoTL Program and Professor of Behavioral Sciences at United States Air Force Academy.

John Draeger, State University of New York Buffalo State

John Draeger is Director of SoTL and Associate Professor of Philosophy at SUNY Buffalo State.

Dominique Verpoorten, University of Liège

Dominique Verpoorten is Lecturer of Learning Sciences at IFRES-University of Liège.

Marie Devlin, Newcastle University

Marie Devlin is Lecturer of Computing Science at Newcastle University.

Lucie S Dvorakova, University of Queensland

Lucie S. Dvorakova is an Honors Student at the Institute for Molecular Bioscience, University of Queensland.

Jason M Lodge, University of Melbourne

Jason M. Lodge is Senior Lecturer at the Melbourne Centre for the Study of Higher Education, University of Melbourne.

Susan Smith, Leeds Beckett University

Susan Smith is Head of Curriculum Development and Review at Leeds Beckett University.

References

Bannert, M., Sonnenberg, C, Mengelkamp, C., & Pieger, E. (2015). Short-and long-term effects of students’ selfdirected metacognitive prompts on navigation behavior and learning performance, Computers in Human Behaviour, 52, 293-306.

Benander, R., & Lightner, R. (2005). Promoting transfer of learning: Connecting general education courses. The Journal of General Education, 54(3), 199-208.

Biggs, J. (1988). The role of metacognition in enhancing learning, Australian Journal of Education, 32 (2), 127-138.

Billing, D. (2007). Teaching for transfer of core/key skills in higher education: Cognitive skills. Higher Education, 53 (4), 483-516.

Case, J., & Gunstone, R. (2002). Metacognitive development as a shift in approach to learning: An in-depth study. Studies in Higher Education. 27(4), 459-470.

Chick, N. L., Karis, T., & Kernahan, C. (2009). Learning from their own learning: How metacognitive and metaaffective reflections enhance learning in race-related courses. International Journal for the Scholarship of Teaching and Learning, 3(1), 16.

Cronon, W. (1998). “Only connect...” The goals of a liberal education. The American Scholar, 6(4), 73-81.

Davis, J., & Arend, B. (2013). Facilitating seven ways of learning: A resource for more purposeful, effective and enjoyable college teaching. Sterling, Virginia: Stylus Press.

Douglass, C., & Morris, S. R. (2014). Student perspectives on self-directed learning. Journal of Scholarship of Teaching and Learning, 14(1), 13-25.

Haskell, R. (2000). Transfer of learning: Cognition and instruction. New York: Academic Press.

Higgins, S., Wall, K., Baumfield, V., Hall, E., Leat, D., Moseley, D., & Woolner, P. (2007). Learning to Learn in Schools Phase 3 Evaluation.

Hoskins, B., & Fredriksson, U. (2008). Learning to Learn: What is it and can it be measured? (JRC Scientific and Technical Report EUR 23432 EN). Brussels: European Commission, Joint Research Centre.

Huber, M. T., & Hutchings, P. (2004). Integrative learning: Mapping the terrain. The Academy in Transition. Association of American Colleges and Universities.

Isaacson, R., & Fujita, F. (2006). Metacognitive knowledge monitoring and self-regulated learning: Academic success and reflections on learning. Journal of the Scholarship of Teaching and Learning, 6(1), 39-55.

Kuiper, R., & Pesut, D. (2003). Promoting cognitive and metacognitive reflective reasoning skills in nursing practice: Self-regulated nursing theory. Journal of Advanced Nursing, 45(4), 381-391.

Larmar, S., & Lodge, J. (2014). Making sense of how I learn: Metacognitive capital and the first year university student, The International Journal of the First Year in Higher Education, 5 (1): 93-105.

Lightner, R., Benander, R., & Kramer, E. (2008). Faculty and student attitudes about transfer of learning. Insight: A Journal of Scholarly Teaching, 3, 58-66.

Lattuca, L., & Stark, J. (2011). Shaping the college curriculum: Academic plans in context. John Wiley & Sons.

Moon, J. (2001). Reflection in higher education learning. York: Higher Education Academy. LTSN Generic Centre.

Muhamad, S. (2012). Graduate employability and transferable skills: A review. Advances in Natural and Applied Sciences, 6(6), 882-885.

Newman, D., Catavero, C., & Wright, L. (2012). Students fail to transfer knowledge of chromosome structure to topics pertaining to cell division. CBE-Life Sciences Education, 11(4), 425-436.

Nowacek, R. S. (2011). Agents of integration: Understanding transfer as a rhetorical act. SIU Press.

O’Connor, T. (2006). Different approaches to integrate learning skills development in higher education. Paper presented at the All Ireland Society for higher education conference, Maynooth, Ireland.

Paris, S., & Paris, A. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89-101.

Pintrich, P. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 219-225.

Salomon, G., & Perkins, D. (1989). Rocky roads to transfer: Rethinking mechanisms of a neglected phenomenon. Educational Psychologist, 24(2), 113-142.

Shepherd, I. (2000). Key Skills: Teaching and learning for transfer. Cheltenham: Geography Discipline, Network, Cheltenham and Gloucester College of Higher Education.

Tanner, K. (2012). Promoting student metacognition. CBE-Life Sciences Education, 11(2), 113-120.

Veenman, M., & Beishuizen, J. (2004). Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint. Learning and Instruction, 14, 621-640.

Watkins, C. (2001). Learning about learning enhances performance. London: Institute of Education, University of London.

Wirth, K., & Perkins, D. (2008). Learning to Learn.

Wyatt, G., Saunders, D., & Zelmer, D. (2005). Academic preparation, effort and success: A comparison of student and faculty perceptions. Educational Research Quarterly, 29(2), 29-36.