Impact of cognitive and metacognitive strategies on learning performance in digital learning: What’s working and what’s not in the age of brilliant technology

Abstract

Ineffective cognitive processes result in learning difficulties online. Hence, how cognitive learning processes influence the way students engage and learn online needs further investigation. This study, therefore, examined cognitive engagement and metacognitive knowledge strategies on learning performance among Malaysian IT Undergraduates. A sample of 563 IT undergraduates from private higher education in Malaysia participated in this quantitative study that were collected through a questionnaire. Data was analysed using PLS-SEM. The findings of this study constitutes essential results where all cognitive engagement strategies and two of metacognitive knowledge strategies positively influence the students’ perception of learning performance. Nevertheless, one metacognitive strategy resulted in a negative relationship with learning performance which have led to a new finding. This study concluded that the acquisition of cognitive and metacognitive skills are needed to excel in digital learning for deeper learning. Lecturers can use the findings of this study to integrate the necessary cognitive and metacognitive learning approaches across all key learning areas in the digital learning without altering the curriculum.

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