Cognitive and metacognitive strategies

In this activity, read the subchapter Strategije učenja from Lončarić, D. (2014). Motivacija i strategije samoregulacije učenja: teorija, mjerenje i primjena (Rijeka: Učiteljski fakultet u Rijeci, pp. 24–25). Take detailed notes while reading, as the content of this chapter will serve as a basis for later activities in this e-course in which you will analyze your own learning approaches and plan ways to apply them in teaching.

In this part of the book, the author explains the difference between cognitive, metacognitive and learning management strategies, emphasizing their role in self-regulated learning. Pay attention to the examples the author gives, such as setting goals and reviewing the text before reading, formulating questions, self-testing and adapting the learning approach. Consider how these strategies can be encouraged in students in higher education, especially in online or hybrid environments.

Finally, note the importance of resource management strategies that include time management, learning in an appropriate environment and seeking help from others. Consider how teachers can help students develop these forms of regulation, for example through structured assignments, supportive feedback, and digital tools for planning and monitoring progress.

As you read, note:

• the difference between cognitive, metacognitive, and learning management strategies
• specific examples of each type
• ways in which strategies might be developed and encouraged in a higher education setting.