Investigating pupils’ metacognition and self-regulation during, and returning from, remote learning
Written By: Author(s): Rachel Crowdy
6 min read
ASSET Education case study
As educators reflect on the challenges and lessons learnt from the Covid-19 pandemic, Rachel Crowdy shares how ASSET Education collaborated with ImpactEd to better understand the impact of distance learning on their pupils’ metacognitive skills, self-regulation and independent learning behaviours.
ASSET Education is a trust of fourteen primary schools in Suffolk, catering for over 3,000 pupils. Having taken part in ImpactEd’s research into Lockdown Lessons (2020), they had access to rich diagnostic data on the impact that the COVID-19 crisis was having on the wellbeing, learning and engagement of their pupils and wanted to dive deeper into the metacognitive and independent learning skills of their pupils. In partnership with ImpactEd, they conducted an in-depth research project to get to the bottom of what makes a successful learner, both remotely and in class.
The research took place between November 2020 and June 2021 with 1591 pupils in Key Stage 2,
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