Metacognitive Café

Metacognitive Cafe

Improving Student Metacognition through Online Discussions

Weekly, low-stakes “Metacognitive Cafe” discussions raise students’ awareness of how they learn and their level of understanding while underscoring the need to more actively engage with course materials. This page examines students’ participation in, and reaction to, these discussions.

OLC Accelerate Survey:

Example Metacognitive Café Questions:

Sample questions are posted in Google Drive.


Brown, Peter C., Henry L Roediger, Mark A McDaniel. Make it Stick:  The Science of Successful Learning. 2014

Columbia University Center for Teaching and Learning – Metacognition

Dr John Draeger’s blog, “Improve with Metacognition”

Dunning-Kruger Effect – Dunning, D. Advances in Experimental Social Psychology Volume 44, 2011, Pages 247-296.

Dweck, Carol S. Mindset: The New Psychology of Success. Random House Digital, Inc., 2008.

Garrison, D. R., Anderson, T., & Archer, W. Community of Inquiry –  (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.

Google Help: Embedding survey results from Forms into Slides

Karpicke, J. D., & Roediger, H. L. III. (2007). “Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention.” Journal of Experimental Psychology: Learning, Memory, and Cognition, 33(4), 704-719.

Lang, James M. Small Teaching: Everyday Lessons from the Science of Learning. 2016

“Learning How to Learn” MOOC

McGuire, Saundra Yancy, Teach Students to Learn:  Strategies You can Incorporate into any Course to Improve Student Metacognition, Study Skills, and Motivation. 2015

Miller, Michelle D. Minds Online:  Teaching Effectively with Technology.  2014

Neuromyths Quiz – a Google Form

OSCQR Online Course Quality Standards –

Paul-Elder Model of Critical Thinking – The Elements of Thought

Project Implicit

Kimberly D. Tanner’s article, “Promoting Student Metacognition”

Kimberly D. Tanner’s sample questions

Taylor, K., & Rohrer, D. (2010). The effects of interleaved practice. Applied Cognitive Psychology, 24(6), 837-848.)

Tea for Teaching podcast on The Metacognitive Cafe


Woolridge, Cindy. Studying with Distractions.

Woolridge, Cindy. The Combined Power of Sleep and Learning Strategies



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“Community building should be emphasized not just for the sense of togetherness it provides students, but because it also helps keep the students in the class, promotes full engagement in the class activities, facilitates effective collaborative learning, and encourages continued communication after the course or program is complete.” – Brown, R. E. (2001). The process of community-building in distance learning classes. Journal of Asynchronous Learning Networks, 5(2), 18-35.

Past presentation: Metacognitive Cafe, May 2018

Student post/feedback: My Most Favorite Online Classes at GCC


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