Teacher metacognitive strategies with learning analytics

Looking from the lens of online learning, the concepts such as learning to learn, effective learning, collaboration, self-directed, personalized learning come to the fore in the educational literature. Therefore, the concept of metacognition can be considered as a phenomenon that supports both, student learning and teacher directing the process of student learning. Griffith (2016) states that teachers make instant decisions evaluating pedagogical knowledge and pedagogical content knowledge. As a result, teachers are able to refine their teaching expertise. They need opportunities to think systematically about the complexity of the classroom and its participants (Griffith, 2016) and need opportunities to engage in ‘metacognitive decision making’, which might act as an intervention for more powerful, thoughtful, and appropriate in-the-moment teaching decisions. Wilson and Demetriou (2007) state that ‘metacognitive decision making’ as a skill for reflection and self-analysis can be generating further lessonsEdukologijos tyrimų institutasVytauto Didžiojo universiteta