One metacognitive learning concept that deserves more attention is concept mapping. Concept mapping is a visual strategy where learners represent relationships between ideas using diagrams or networks of interconnected nodes. Unlike simple note-taking or memorization, concept maps encourage learners to actively organize, connect, and reflect on knowledge. In this way, the learner is not only absorbing information but also critically analyzing how concepts relate to one another. This fosters deeper understanding and retention because the process itself requires metacognition—thinking about one’s own thinking.

The origins of concept mapping can be traced back to the work of Joseph D. Novak (1970s), who used it to capture how learners structure knowledge. Concept maps serve multiple purposes: they help learners identify gaps in their understanding, make abstract ideas more concrete, and support long-term retention through meaningful connections (Novak & Cañas, 2008).

Example in Practice:
In an online course on sociology, students can be asked to create a concept map connecting themes such as social institutions, norms, roles, socialization, and stratification. By mapping these ideas, students not only recall definitions but also examine how institutions influence norms, or how roles relate to stratification. This exercise moves them from surface learning (memorizing terms) to deep learning (understanding systemic relationships). Tools like CmapTools, Lucidchart, or even free online platforms like MindMeister make this process more interactive and collaborative.

Why Concept Mapping Matters in e-Learning:
In digital environments where learners may feel isolated or overloaded with information, concept mapping promotes active learner engagement and intrinsic motivation. It allows learners to visualize their cognitive progress, making the invisible processes of learning visible. In addition, collaborative concept mapping can encourage peer-to-peer knowledge building, which aligns with the participatory and networked culture of MOOCs.

References & Resources:

Novak, J. D., & Cañas, A. J. (2008). The Theory Underlying Concept Maps and How to Construct Them. Florida Institute for Human and Machine Cognition. Retrieved from: https://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htm

MindMeister Concept Mapping Tool: https://www.mindmeister.com