Abstract
In this study, community college students’ educational Internet use and metacognitive learning strategies are analyzed. Results show all correlations between educational Internet use and each metacognitive learning strategy are statistically significant and positive. Also, the variables are analyzed, based on gender and computer ownership. Female students use metacognitive learning strategies significantly higher than male students, while it is reverse for educational Internet use. Observance of educational Internet use is significantly higher for students who own a computer than for those who do not own a computer. Computer ownership does not have an effect on metacognitive learning strategies.
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