Metacognition is defined as thinking beyond thinking. In other words, by metacognition we mean a complete awareness and complex understanding of the process. This includes understanding the purpose and nature of work, using the most appropriate tools in order to create a product and delivering materials to the audience in appropriate ways. It is important to have skills that allow to perform this work and step aside from doing a straightforward job, towards doing a more complete range of work. I believe self-regulated learning (SRL) is a good example of effective learning strategy that is possible in terms of metacognitive skills. However, it does require advanced skills, needed for understanding and managing one’s learning environment. Self-regulated learning is also not possible without one’s ability to think beyond and be well aware of work processes, in other words - it refers to learning that is guided not only by metacognition, but also by strategic action, and motivation to learn.

Behaviorally self-regulated learners are more motivated, they seek out information and advice, are more driven and are capable of self-instructing. The motivation is predominantly intrinsic, derived from one’s own desires and drive for success.

Effective learners are self-regulating, analyzing task requirements, setting productive goals, and selecting, adapting or inventing strategies to achieve their objectives. These are experienced learners, dedicated to the process and those who have a clearly defined goal. In my opinion, it is very important for today’s learners to work towards developing abilities that are desirable to perform self-regulated learning. SRL allows learners to monitor their progress as they work on a specific task and adjust strategies as needed. These strategies are a product of essential skill development required for a lifelong learning. Learner’s experience in SRL will contribute to one’s ability to apply the same skills to different settings, transfer knowledge accordingly and navigate through massive amount of data brought by today’s environment independently and sufficiently.

Today most models of self-regulated learning incorporate aspects of both metacognition and self-regulation focusing on self-monitoring (Dinsmore, Alexander, & Loughlin, 2008). Zimmerman and Schunk (2001; 2008) directly link motivation to self-regulation. According to these researchers, self-regulated students are those students who are metacognitively, motivationally, and behaviorally active in their own learning processes and in achieving their own goals.

There are various models of SRL that are currently in use in the education industry. Some of the commonly used models include Problem-Based Learning (PBL), Distant Learning Courses, Open Access Scenario–Based Learning, Incidental Self-Directed Learning, and Self-Planned learning. There is not a significant difference between various models, and in fact they could all be perceived to be part of a spectrum. Although there are numerous models of SRL, they all share some key features, which form the fundamental pillars of SRL. These include self-motivating, possessing and utilizing knowledge, personal learning responsibilities, reflective thinking, and evaluating one’s performance.

Bill Cope, Mary Kalantzis "Learning and New media", 2015

Manjunath Siddaiah-Subramanya, Masimba Nyandowe,  Omar Zubair
"Self-regulated learning: why is it important compared to traditional learning in medical education?" https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5364007/

Tanya Shuy, OVAE; and TEAL staff (2010) //TEAL Center Fact Sheet No. 3: Self-Regulated Learning https://lincs.ed.gov/sites/default/files/3_TEAL_Self%20Reg%20Learning.pdf

https://en.wikipedia.org/wiki/Self-regulated_learning

Bill Cope, Mary Kalantzis "Conceptualizing e-Learning"

Ernesto Panadero "A Review of Self-regulated Learning: Six Models and Four Directions for Research" https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5408091/