Study Smart: A Metacognitive Approach to Learning

What is Metacognition?

Metacognition is an important awareness and mental process that influences how well people perform in learning, work, and problem-solving. Researchers define it in slightly different ways, but in general, it means being aware of your cognition and knowing how to cognitively control your thinking. Flavell (1979) and Pintrich (2002) describe metacognition as both awareness of one’s own knowledge and the self-regulatory processes that guide thinking. Wilson (2016) calls it “thinking about one’s thinking in a purposeful way so that one knows about cognition and also knows how to regulate one’s cognition” (p. 6). Metacognition covers two parts, the knowledge and the cognitive process.

Metacognitive knowledge is what you know about your own learning. According to Flavell (1979), it includes:

• What you know about the subject
• Your goals or tasks
• The conditions that might affect your success
• The strategies that can help you reach your goals

Metacognitive processes (or cognitive self-regulation) are the ways you cognitively regulate (adjust) your thinking. These processes involve monitoring your progress, evaluating the results and adjusting your strategies as needed.

From a metacognitive perspective, for example, when students are involved in learning, their metacognitive knowledge includes what they know about a topic, their study goal (such as preparing for a mid-term exam), the strategies they are aware of, and when each strategy works best. The metacognitive processes help them check if they are understanding the materials, decide whether their current study approach is working and make changes to improve their learning.

Metacognition is important as it helps students choose the right strategies, avoid wasting time on ineffective approaches and become more independent in their learning.

When students learn and practice metacognitive strategies, they become better at planning their work, catching mistakes and finding more effective ways to learn. Over time, this leads to stronger understanding, better grades and greater confidence in their abilities.

Teach Metacognition in Your Class

Researchers have argued that metacognitive learning strategies are not innate skills, metacognitive learning strategies must be explicitly taught and practiced (Gall, et al., 1990). It is most effective to introduce these strategies alongside subject content so that students can apply them in context rather than learning them as abstract concepts (Pintrich, 2002).

However, incorporating metacognitive strategies into teaching can present challenges. Instructors may feel they lack the time to teach these strategies directly or may need to invest additional effort in redesigning instructional activities to include metacognitive components. Stanton and his colleagues (2021) suggest that faculty can foster students’ metacognitive strategy learning by: 

• supporting student learning strategies and evaluating these strategies (what strategies and factors affect their effectiveness)
• engaging students in metacognitive mental processes (such as planning, monitoring, evaluating and regulating)
• promoting metacognitive awareness and mental processing among group members during group collaboration work

About the Videos

The Study Smart Videos are a series of 15 short-form videos designed to introduce students to a variety of metacognitive strategies. The goal of these videos is to equip students to improve their study skills by focusing on metacognition. Through these videos, students will learn how to think about their own thinking processes, enabling them to better understand and regulate their learning. Each video features a unique student presenter sharing study tips and research-backed metacognitive strategies, allowing viewers to identify with their peers’ experiences and perspectives. These videos are provided in a flexible, easy-to-adapt format that can be modified to suit your course goals and time availability. To support the implementation of the Study Smart videos into your course, we have developed a Study Smart Faculty Guide to provide ready-to-use, practical guidance for integrating metacognitive strategies into your teaching and a Study Smart Moodle Template to easily incorporate the videos in your existing Moodle course.

Video Topics

Each Study Smart video is approximately 5 minutes or less, and includes additional resources and templates for students to use. The videos are designed to be used in any order, and provided to students in isolation, or as a complete 15-part set. The video topics include:

Introduction

The Study Smart video series are designed to help all students succeed in college. In these short videos, real NC State students share tips, tricks and research-backed strategies that can help students do better in your classes. They will show them how to use metacognition to take those same study tips they may have heard before, and really make them work for them. View the Introduction Video on Panopto and copy the Introduction Moodle Template.

Effective Time Management

This video will help students apply effective time management strategies to their personal and academic activities. Effective time management involves organizing and prioritizing tasks, responsibilities, and personal activities to maximize productivity while maintaining a balanced lifestyle. Students will learn to plan and prioritize, create a routine and schedule, breakdown assignments and set deadlines, and seek help. View the Effective Time Management Video on Panopto and copy the Effective Time Management Moodle Template.

Effective Note-Taking Strategies

This video will help students use effective note-taking strategies to improve comprehension and retention. It explores different methods (e.g., sketch notes, mind mapping, and outlining), highlights the importance of reviewing and organizing notes, and emphasizes using note-taking as an active learning tool. View the Effective Note-Taking Strategies Video on Youtube and copy the Effective Note-Taking Strategies Moodle Template.

Metacognition and Test-Taking Strategies

This video will help students apply metacognitive skills to improve test-taking. It explores strategies for managing time and recognizing when to move on from challenging questions. It also highlights the value of pre-exam checklists and post-exam reflections to analyze mistakes and continuously improve. View the Metacognition and Test-Taking Strategies Video on Panopto and copy the Metacognition and Test-Taking Strategies Moodle Template.

Overcoming the Illusion of Competence

This video will help students recognize and overcome illusions of competence, a cognitive bias that leads to overconfidence in understanding or knowledge. Students will learn how to identify when this occurs and strategies to ensure their study efforts align with true comprehension.   View the Overcoming the Illusion of Competence Video on Panopto and copy the Overcoming the Illusion of Competence Moodle Template.

Cognitive Load Management 

This video will help students apply cognitive load management strategies to prevent overwhelming. Cognitive Load Management is the ability to effectively process, filter, and manage information. Prioritizing your work, Reducing distractions, Organizing your notes and Seeking help when needed will make PROS out of anyone! View the Cognitive Load Management Video on Panopto and copy the Cognitive Load Management Moodle Template.

Metacognitive Questioning

This video will help students effectively plan, monitor, and evaluate their learning activities, and ask themselves strategic questions to improve learning and understanding. Metacognitive questioning activates key brain areas involved in self-regulation. Students will learn practical ways to integrate metacognitive questioning and self-regulation into their study routines. View the Metacognitive Questioning Video on Panopto and copy the Metacognitive Questioning Moodle Template.

Using Feedback Effectively

This video will help students reframe feedback as a valuable learning opportunity, not a personal attack. Processing feedback activates areas of the brain that are involved in learning and adaptation. Students will be able to differentiate between emotional reactions and constructive criticism. This video provides a step-by-step process for analyzing feedback and creating actionable plans. View the Using Feedback Effectively Video on Panopto and copy the Using Feedback Effectively Moodle Template.

Managing Sleep and Stress

This video will help students effectively manage your sleep habits, reduce stress, and minimize distractions. Sleep and stress play an important role in learning and memory. This video will provide practical tips for improving sleep habits and mindfulness practices to manage stress and enhance focus. View the Managing Sleep and Stress Video on Panopto and copy the Managing Sleep and Stress Moodle Template.

Optimize Your Study Environment

This video will help students understand the need for a distraction-free study environment, as well as help them to optimize their study space(s) for effective studying. View the Optimize Your Study Environment Video on Panopto and copy the Optimize Your Study Environment Moodle Template.

Active Learning Strategies

This video will help students explain the neurological basis of effective learning and how active learning strategies enhance memory and comprehension. Students will learn how to shift from passive information consumption to active knowledge construction with practical, evidence-based active learning techniques that can be immediately applied to their college coursework. View the Active Learning Strategies Video on Panopto and copy the Active Learning Strategies Moodle Template.

Growth Mindset

This video will show students how adopting a growth mindset—the belief that intelligence and skills can improve with effort—helps them stay motivated, overcome setbacks, and develop resilience in their learning. View the Growth Mindset Video on Panopto and copy the Growth Mindset Moodle Template.

Goal-Setting

This video will help students set clear, achievable goals. They will learn how having specific, measurable, achievable, relevant, and timely goals improves motivation, focus, and long-term academic success. View the Goal-Setting Video on Panopto and copy the Goal-Setting Moodle Template.

Neuroscience Foundation for Metacognition

This video will help students explain the neuroscience behind metacognition. Metacognition means “thinking about thinking”, and we can use this process to improve our learning. This video will help students better understand how their brains work and will provide practical strategies for improving metacognition that are based on neuroscience processes. View the Neuroscience Foundation for Metacognition Video on Panopto and copy the Neuroscience Foundation for Metacognition Moodle Template.

Metacognition and Collaborative Learning

This video will help students use metacognitive strategies to improve group work. Successfully working in a group depends on communication, dividing tasks, and reflection on the progress of the group. Metacognition and reflection can promote better awareness of group dynamics and improve achievement when working in collaborative settings. View the Metacognition and Collaborative Learning Video on Panopto and copy the Metacognition and Collaborative Learning Moodle Template.

Reflection and Journaling for Learning 

This video will help students use reflective journaling to improve their learning.  Reflective journaling increases self-awareness, helping students identify effective study strategies and recognize areas for improvement. View the Reflection and Journaling for Learning Video on Panopto and copy the Reflection and Journaling for Learning Moodle Template.

If you have any questions about implementation, please feel free to request an instructional consultation about this topic

References

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist, 34(10), 906.

Gall, M. D., Gall, J.P., Jacobsen, D. R., & Bullock,T. L. (1990). Tools for Learning: A Guide to Teaching Study Skills. Association for Supervision and Curriculum Development, Alexandria, VA.

Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into practice, 41(4), 219-225. https://doi.org/10.1207/s15430421tip4104_3 

Stanton, J. D., Sebesta, A. J., & Dunlosky, J. (2021). Fostering metacognition to support student learning and performance. CBE—Life Sciences Education, 20(2), fe3. https://doi.org/10.1187/cbe.20-12-0289

Tanner, K. D. (2012). Promoting student metacognition. CBE—Life Sciences Education, 11(2), 113-120. https://doi.org/10.1187/cbe.12-03-0033 
Wilson, L. O. (2016). Anderson and Krathwohl Bloom’s taxonomy revised understanding the new version of Bloom’s taxonomy. The Second Principle, 1(1), 1-8. https://www.quincycollege.edu/wp-content/uploads/Anderson-and-Krathwohl_Revised-Blooms-Taxonomy.pdf