Another skill is “Metacomprehension” related to students’ ability to check the level of understanding information when communicating with others and help also in recognizing mistakes and their ability to correct them. Self-Regulation skill is related to the students’ ability to adjust their own learning progression according to their observation and feedback concerning their present condition of learning without any external influence (Calumet, 2011).
" Intentional, or "expert," learners are more purposeful, they are more aware of themselves as learners, and they "take the initiative to diagnose their learning needs, formulate learning goals, identify resources for learning, select an implement learning strategies, and evaluate learning outcomes" (Savin-Baden and Major 2004). Research on cognition and learning (e.g., see review in Bransford et al., 2000) indicates that expert learners are characterized by having better-developed metacognitive knowledge (about the learner, learning tasks, learning strategies, and content), metacognitive control (planning, monitoring, and self-evaluation), and reflection (a critical link between knowledge and control of the learning process) (Ertmer and Newby, 1996).
Bransford, J.D., Brown, A.L., and Cocking, A.R. (editors), 2000, How People Learn: Brain, Mind, Experience, and School: National Research Council, National Academy Press, Washington D.C., 346 p.
Ertmer, P.A. and Newby, T.J., 1996, The Expert Learner: Strategic, Self-Regulated, and Reflective: Instructional Science, v. 24, p. 1-24.
Savin-Baden M., and Major C.H., 2004, Foundations of Problem-Based Learning: Society for Research into Higher Education and Open University Press, Berkshire, England, 197 p.