SUPPORTING AND EVALUATING METACOGNITION IN HYPERMEDIA/MULTIMEDIA LEARNING PRODUCTS

Determining learner metacognitive sufficiency and identifying appropriate strategies for helping learners depends first upon knowing the types of monitoring skills learners use and then in being able to identify from learner behaviors when they are having metacognitive difficulties. While hypermedia/multimedia learning products offer promise for helping support learner metacognitive sufficiency, they also pose challenges for software designers. This article identifies eleven separate metacognitive skills clustered in six categories. For each skill, approaches learning products could use to support metacognition are discussed, as are indications of learner metacognitive sufficiency or insufficiency that could prove useful in evaluative research