The Effect of Meta-Cognitive Skills Management And Skills Engagement On Cognitive Outcome Of Students During Online Learning In Selected Universities In Beijing, China

Abstract

The fast development of technology has changed conventional educational systems and offers possibilities and problems for online learning settings. The COVID-19 epidemic has sped up the acceptance of online learning, which calls for a review of approaches to improve student engagement and cognitive outcomes. The effect of meta-cognitive skills management and skill engagement on cognitive outcomes during online learning in Beijing, China, universities are examined in this article using a cross-sectional survey comprising 400 students. The results show that meta-cognitive skills management and skills engagement significantly affect cognitive outcomes with skills engagement acting as a mediator. These findings highlight the need to develop meta-cognitive abilities and active participation to raise cognitive performance in online learning environments.