Η μαθησιακή αυτονομία κατά την εκπόνηση γραπτών εργασιών

Abstract

This research focuses on the correlation between the preparation of written assignments, the exercise of metacognitive thinking and action and the pursuit of learner autonomy. More specifically, we made effort to trace the perceptions of postgraduate students at Hellenic Open University regarding their role and metacognitive strategies of planning, monitoring and control applied in the preparation of assignments. Results from six interviews demonstrate that there is need for expansion and extension of the limits of their metacognitive action in the learning context of distance education. Essential would be the contribution of tutor to the direction of orientation and engagement of students in activities that develop and promote metacognitive reflection and meditation.