In the current digital era, education has evolved towards hybrid models that combine face-to-face and online teaching, with blended learning being one of the most prominent approaches.
In this context, the study conducted by Beatriz Ortega-Ruipérez at the International University of La Rioja, Spain, titled "The Role of Metacognitive Strategies in Blended Learning: Study Habits and Reading Comprehension," sheds light on the importance of metacognitive strategies in autonomous learning, especially in higher education.
Utilizing a digital tool to implement metacognitive strategies in a blended learning environment, the research focuses on assessing their impact on study habits and reading comprehension among master's course students.
The research highlights that the inclusion of metacognitive strategies through digital tools significantly improves task organization and motivation management, comprehension assessment, and planning in reading comprehension.
These findings suggest the integration of metacognitive strategies in blended teaching to enhance study habits and reading comprehension, thereby improving students' learning outcomes.
The main conclusions of the work underscore the effectiveness of metacognitive strategies in strengthening autonomy and self-assessment in learning, highlighting their relevance in the design of digital educational tools.
This study expands the scientific knowledge on how these strategies influence learning and advocates for their inclusion in blended teaching models to enrich the educational experience of students and their academic outcomes.
YOU CAN ACCESS THE FULL TEXT OF THE ARTICLE HERE
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How to cite: Ortega-Ruipérez, B. (2022). The Role of Metacognitive Strategies in Blended Learning: Study Habits and Reading Comprehension. RIED-Revista Iberoamericana de Educación a Distancia, 25(2), 219-238. https://doi.org/10.5944/ried.25.2.32056
