Abstract
Metacognitive competencies related to cognitive tasks have been
shown to predict learning outcomes. Less however is known about how metacognitive competencies can enhance the retention and progression of learners in Further Education. This study provides evidence from Performance Learning (PL)
and its intelligent system PLEX, PL’s proprietary technology, to show how learners’
self-reports on meta-cognitive dimensions can be used as predictors of learner
retention and progression within the learner’s course/s. The results confirm the
predictive potential of PLEX technology in early identification of metacognitive
competencies in learning and helps learners with developing effective remedies
to enhance their retention and progression levels.
shown to predict learning outcomes. Less however is known about how metacognitive competencies can enhance the retention and progression of learners in Further Education. This study provides evidence from Performance Learning (PL)
and its intelligent system PLEX, PL’s proprietary technology, to show how learners’
self-reports on meta-cognitive dimensions can be used as predictors of learner
retention and progression within the learner’s course/s. The results confirm the
predictive potential of PLEX technology in early identification of metacognitive
competencies in learning and helps learners with developing effective remedies
to enhance their retention and progression levels.
| Original language | English |
|---|---|
| Title of host publication | Advances in Intelligent Systems and Computing |
| Subtitle of host publication | Human Interaction, Emerging Technologies and Future Applications IV |
| Editors | Tareq Ahram, Redha Taiar, Fabienne Groff |
| Place of Publication | Switzerland |
| Publisher | Springer |
| Pages | 20-27 |
| Number of pages | 8 |
| Volume | 1378 |
| ISBN (Electronic) | 978-3-030-74009-2 |
| ISBN (Print) | 978-3-030-73270-7 |
| DOIs | |
| Publication status | E-pub ahead of print - 16 Apr 2021 |