Learning How to Learn through Experiential Learning Promoting Metacognitive Skills to Improve Knowledge Co-creation Ability

Abstract

The development of metacognitive skills is important to train people to work in the knowledge society, which requires the creation of value. However, within the limited period of university education, it is not reasonable to teach metacognitive skills that come from a knowledge co-creation process requiring collaborative metacognitive skills in a short-term educational program. Therefore, as a first step towards acquiring metacognitive skills, a teaching method is required that allows students to learn metacognitive skills themselves within their day-to-day activities. In this study, we focus on the teaching assistant (TA) as one who can make the learning process more appropriate by reflection during a discussion. Then we construct an educational model that promotes the metacognitive skill of learning how to learn on the basis of TAs’ experiences in facilitating discussion. Based on the results of analysis of reports described by TAs, we report on a part of our continuing investigation of how metacognitive skills may be learnt by facilitation of their development among students while TAs attempt to apply an experiential learning cycle.