An investigation of learners' use of metacognitive learning strategies in distance education

The aim of this study is to examine distance learners' use of metacognitive learning strategies. In the context of this purpose, qualitative research method and phenomenology design were used in the study. In line with the purpose of the study, data were collected through semi-structured interviews with six volunteer master's students studying through distance education. The findings of the study were examined with the content analysis. The results showed that under the theme of metacognitive learning in distance education the categories of learning process, disadvantages, learning resources and tools, motivation and attitude towards learning, evaluation of knowledge and attitudes and behaviors against negativities were reached. As a result, it was found that when the participants worked using their metacognitive knowledge and skills, their motivation in carrying out the planning, implementation and evaluation steps of the learning process was higher and they were more successful in achieving their goals. Results are discussed and future research directions are provided.