Research conducted in online educational environments has suggested that the traditional roles of students and faculty must be altered within the online context to maximize learning. Online courses can require a new approach to education for the student as well as for faculty and higher education institutions, and online students often are required to demonstrate a more active approach to learning than they might in the traditional classroom. Although metacognitive strategies in learning have been acknowledged for decades, recent research has provided specific evidence that the use of these strategies can benefit college students. The purpose of this session is to discuss the perceptions reported by a sample of online students assigned a metacognitive journaling assignment in a series of eight week online classes. Students reported multiple benefits to the use of metacognitive journaling. Results and implications will be discussed. Participation will allow for a short introduction to the topic, along with large group discussion and a short Q and A session. This will provide a brief introduction to the topic along with an active learning experience that is collaborative in nature.