<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maria Ledzińska</style></author><author><style face="normal" font="default" size="100%">Sławomir  Postek</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE ROLE OF METACOGNITION IN C-LEARNING CURRICULUM</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">c-learning</style></keyword><keyword><style  face="normal" font="default" size="100%">metacognition</style></keyword><keyword><style  face="normal" font="default" size="100%">modern school curriculum</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2594599</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The article provides the Reader with an extensive review of literature, both theoretical and empirical, concerning c-learning and it’s possible content. Initially, the origins on c-learnign idea are reviewed, from the point of looking at the evolution of various forums of distance education over the Internet. Empirical results that led psychologists and pedagogues to consider c-learning as the answer to a majority of problems of traditional e-learning are presented, followed by a description of what c-learning currently is and what its main challenges are. Than, one of those challenges – c-learning curriculum – is considered and the path that led educational psychologists from treating instilling knowledge as the main aim of a teacher to treating training metaknowledge and metacognitive abilities as such is presented. Following that, the origins of the concept of metacognitive skills, the structure of those skills and their relation to cognitive functioning are discussed. Finally, the place metacognition should take in c-learning, and possibly all types of modern education paradigms (even traditional school), is considered, and the view presented is supported by a review of works from all fields involved in virtual schooling attempts: technology of education, educational and cognitive psychology and pedagogy.
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">137-145</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maria Ledzińska</style></author><author><style face="normal" font="default" size="100%">Ewa Czerniawska</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE IMPORTANCE OF COGNITIVE SELECTIVENESS IN THE AGE OF INFORMATION FLOOD</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">information flood</style></keyword><keyword><style  face="normal" font="default" size="100%">metacognition</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392223930.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Civilization changes resulting from technological development are the causes of modifications of life conditions. The effects of technological development are perceived as ambivalent as well as positive, and negative. Psychologists are interested mainly in the latter ones, especially in the phenomenon of overproduction of information, sometimes called information overflow or information flood. This social phenomenon requires from contemporary people the ability of selecting data, their intentional choice, in line with the specificity of the realized cognitive tasks. The competences required to perform this task properly are called metacognition. They involve knowledge of cognitive functioning, i. e. higher-level skills including planning, monitoring, control and regulation of the cognitive activity. The development of metacognition seems to be a major challenge for contemporary education. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">80-86</style></section></record></records></xml>