You have many options; however, the incorporation of reflective activities is the most effective. For example, when using electronic simulations with students, you want to incorporate reflective journaling. When they journal, the students can be given question prompts to help them critically analyze their decisions and actions as well as the ramifications. There is quite a bit of literature available to affirm this and I have even published on this topic. Another excellent way to encourage metacognition is to involve students in the building of e-portfolios. E-portfolios, when well designed, should be a highly reflective activity. So much so, that I wrote a book about this topic. Your question is very relevant and luckily is an area that is commonly explored by instructional technologists.

You have many options; however, the incorporation of reflective activities is the most effective. For example, when using electronic simulations with students, you want to incorporate reflective journaling. When they journal, the students can be given question prompts to help them critically analyze their decisions and actions as well as the ramifications. There is quite a bit of literature available to affirm this and I have even published on this topic. Another excellent way to encourage metacognition is to involve students in the building of e-portfolios. E-portfolios, when well designed, should be a highly reflective activity. So much so, that I wrote a book about this topic. Your question is very relevant and luckily is an area that is commonly explored by instructional technologists.

You may be interested on this paper

Conference Paper The Affective Meta-Tutoring Project: Lessons Learned

I have been developing instructional designs using wearable technologies in classrooms that pair actual performance data with self-reported measures to teach students how to monitor heart rates without the benefit of the wearable. Further I encourage teachers to utilize personalized student-data to teach content such as  data analytics. 

You may find the attached article interesting.

You don't "increase" metacognition, is not an action but a process. You need to create the conciousness of it in order to use it to solve problems not only in academic spaces but into daily situations.

Any strategy you use, will make the process more and more valuable. My team and l use a game called "cut tbe rope" to invite people to be conciouss of their attention and memory process using metacognition process to solve problems. However, we have find out that cultural differences can and do shape the development of the process.

Try, for example, to use logo recursion

Hi Rose,

I am sure that you have already seen this book, but just in case

Azevedo, R., Aleven and Vincent A. W. M. M.(2013). International handbook of metacognition and learning technologies (1;2013; ed.). New York, NY: Springer. doi:10.1007/978-1-4419-5546-3

I hope it helps.

Don

Dear Rose:

I believe that the author of this paper, Johns (1994: 293-312), may  also address technology-driven and designed programs to increase metacognition technologies by data-driven learning. To this end, he notes that the technological background to Data-driven Learning is the remarkable increase over the past ten years in storage capacity and processing speed of affordable microcomputers; the increased availability of ready-made corpora of machine-readable text and the possibilities for automatic entry of corpora via scanners and OCR (optical character recognition) software; and the development for microcomputers of flexible and powerful concordancing programs that are able to cover rapidly from a corpus all the contexts within which a particular linguistic element-word, morpheme or phrase-occurs.

In this way, as stated by Johns (1994: 297), the implications of DDL involve both the product of language learning and the process of language learning:

(1) The evidence thrown up by the data has left no escape from the conclusion that the description of English underlying out teaching, whether homemade or inherited from other teachers and linguists, needs reassessment.

(2) Experience in using proactively in a more traditional teacher-centered setting, and has suggested also a range of concordance-based exercise types which could have high transferability, helping students to develop inductive strategies that will help them to become better language learners outside the classroom.

Hence, the principle of transferability applies throughout the program: Vocabulary Studies classes, for example, concentrate on strategies for making more effective use of dictionaries, thesauruses and other works of reference; for developing the ability to guess the meaning and use of unknown words from context; and perceiving the morphological and semantic relationships between families of words.

Author: Johns, T. (1994). From printout to handout: Grammar and vocabulary teaching in the context of Data-driven Learning. Perspectives on Pedagogical Grammar, 293.

You may be interested in this paper

meta-cognition skills seem like strategic knowledge that first  need theoretical and practical knowledge. In strategic knowledge with application of these two kinds of knowledge, students can be able to face the challenges and problems  with the use of reflective and scientific method for solving the problem. Such a kind of  skill is depend on the students schema which is formed from their previous experiences. Most of the time, in technology designed learning experiences, approach of teaching and learning is behavioral. In this kind of approach students are guided through a predetermined route and goals. Meta cognition skills help them to direct their learning process by by their strategic knowledge. I mean that if you want to increase their meta cognition skills, Its better to design their learning experiences according to their ability  in problem based situation and encourage them to act and think divergent not  convergent.    

The following articles are helpful resources.

Tracks for learning: Metacognition and learning

technologies

Metacognition and Technology Adoption: Exploring Influences

The role of metacognitive and reflective learning

processes in developing capable computer users

https://ajet.org.au/index.php/AJET/article/download/2035/980

http://epubs.scu.edu.au/cgi/viewcontent.cgi?article=1003&context=educ_pubs

Hi Rose Lynn!

Most early learners are born with technology at their fingertips –I feel they are adapting to technology naturally. Regardless of quality learning experiences for children and adult learners, it is important to scaffold learning; there are many layers to teaching metacognition online.

For a start I suggest, there are many opportunities provided by different LMS’s you can googleJ, such as the various applications provided by Google and examples online such as http://www.moodlenews.com/2012/12-moodle-tools-to-interact-with-your-students-online-by-wiziq/

I hope that helps