ABSTRACT
A learning protocol typically represents a written explication of one's own learning process and outcomes. Increased use of cognitive and metacognitive learning strategies should foster the comprehension of the material to be learned and reduce illusions of comprehension. Learners, who received cognitive, or cognitive and metacognitive prompts, outperformed the control group with regard to the application of cognitive learning strategies in the learning protocols, the learning outcomes on both an immediate comprehension test and a 7-day-delayed comprehension test, the accuracy of self-assessment in these tests. The pure metacognitive promptings group performed no better than the control group regarding learning outcomes and accuracy of self-assessment. The findings show that it is possible to prompt the use of learning strategies in a learning protocol. However, only the elicitation of cognitive learning strategies affected the learning outcomes and the accuracy of self-assessment.
