Metacognition and Approaches Regarding Internet-Based Learning in Taiwanese University Students

While learning in Internetbased environments, students rely on metacognitive knowledge to organize, record, monitor, and review their learning path. In this experience, they may reveal either a "surface" or "deep" approach. In this study, 509 university students were administered the adapted versions of the 'Metacognitive Knowledge regarding Internetbased Learning' questionnaire and of the 'Approaches to Internetbased Learning' questionnaire. Positive correlations between metacognitive knowledge and approaches to Internetbased learning environments emerged: The metacognitive attitude was associated to a concerned and critical approach to learning whereas the negative attitude about Internetbased learning was associated to the surface approach. Students showed a global understanding of the peculiarities and opportunities of Internetbased learning environments rather than empathize a single cognitive or metacognitive feature. [Publisher's text].