ABSTRACT
This chapter outlines how researchers in the field understand metacognition, its role in learning and independent learning, and some of the challenges and disagreements about the concept. This is presented in order to situate the research data that follows and allow the reader access to the wider body of knowledge. It is, however, important to remember that the research presented by the author did not use any of the existing models or understandings to design, frame, or understand the ILE. Metacognitive processing in learning is defined in this book as “processing that occurs when learners are concerned with how learning should proceed”.
