Developing a Deeper Understanding of Learning Processing During Unguided Complex Learning Tasks: Implications for Language Advising

Abstract

This paper outlines a research project that is mapping cognitive, metacognitive and other processing types and their interactions in complex learning situations, specifically in learning situations without teacher guidance. It presents some examples from the findings of this project and the implications for learning advisors working with adult (tertiary level) advisees who are engaged, to a large degree, with independent forms of learning. When we look at learning occurring without instruction, we see very dynamic thinking processes that involve continuous movement between the upper and lower levels of cognitive processing. The manner of this processing differs from learning processing during classroom learning, which is highly structured and directed. As the main difference between independent learning and classroom learning is the absence of a teacher, this paper focuses on the type of processing that takes on the cognitive functions created by this absence – metacognitive processing. The data shows that, for the population in this study, all learners involved in independent learning necessarily engaged in frequent metacognitive processes, though with greater and lesser levels of success or effectiveness. This research indicates that it is not possible to complete any form of complex independent learning task without engaging in frequent upper level processing. The paper then discusses what this means for learning advisors, and how we discuss learning concepts and learning control with advisees, through ideas such as using existing knowledge, and the planning, monitoring and control of learning.