000			02887nam a2200349 i 4500
003			CSPC
005			20240516113112.0
008			240422s2021 enk b 001 0 eng
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020			_a9780367726164
040			_aDLC _beng _erda _cDLC _dCSPC
042			_apcc
050	0	0	_aLB1049 _b.C37 2021
082	0	0	_223 _a371.3943 _bC239m
100	1		_aCarson, Luke, _d1976- _eauthor.
245	1	0	_aMetacognition and its interactions with cognition, affect, physicality and off-task thought : _binside the independent learning experience / _cLuke Carson.
264		1	_aAbingdon, Oxon : _bRoutledge, _c2021.
300			_axx, 137 pages : _billustrations ; _c23 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
490	0		_aRoutledge research in educational psychology
504			_aIncludes bibliographical references and index.
505	0		_aIntroduction -- Independent learning -- Metacognition: the key that unlocks the door -- The independent learning experience: what is it made of -- The ILE: how do all the elements interact -- Case studies: individual and group ILEs -- Exploratory findings and their implications for learning -- Broader educational considerations -- Conclusion.
520			_a"What happens when teachers are removed from the equation, when we learn by ourselves or with peers? Increasingly rapid change is part of our world today and tomorrow. The need to learn and to adapt is now lifelong and ubiquitous. But are educators and educational institutions preparing today's students for this reality? Educators and institutions choose pedagogic models, design curricula and provide instruction. However, this does not mirror the learning environments that we inhabit outside of formal education, nor does it reflect all our learning time during formal education. This text provides a data-driven picture of the independent learning experience - what occurs in the minds of learners as they negotiate learning tasks without (or with less) guidance and instruction. Cognition, distraction, embodied experience, emotion, and metacognition are central to this learning. Drawing on new empirical data, this volume focuses on university-aged learners. These are the learners who have been through our formal educational systems. Do they learn well in independent settings? Have they been prepared for this? Through an explication of this experience, this volume makes a case for how we can better prepare them for the demands of current and future learning"-- _cProvided by publisher.
650		0	_aIndependent study.
650		0	_aLearning, Psychology of.
650		0	_aMetacognition.
650		0	_aSelf-culture.
942			_2ddc _cBK _h371.3943 _iC239m _kCIR _m2021 _n0
999			_c27491 _d27491