Fostering self-regulated learning in higher education: Making self-regulation visible

Autor:	Elizabeth Molloy, Chi Baik, Joanne M Russell, Anna Ryan
Rok vydání:	2020
Předmět:	Higher education business.industry 05 social sciences Lifelong learning 050301 education 050109 social psychology Academic achievement Education Mathematics education 0501 psychology and cognitive sciences business Psychology Self-regulated learning 0503 education
Zdroj:	Active Learning in Higher Education. 23:97-113
ISSN:	1741-2625 1469-7874
Popis:	Research associates self-regulated learning with academic achievement and lifelong learning. Although there is consensus surrounding the need for students to develop self-regulated learning skills, there is a paucity of research exploring how educators can foster student self-regulated learning. This study examines the teaching practices, beliefs and experiences of educators that foster student self-regulated learning, across a range of disciplines. It explores the characteristics of teaching that foster self-regulated learning, and the influences on educator approaches. Questionnaire and semi-structured interview data were subjected to analysis. The findings identified four types of teaching strategies used to foster self-regulated learning. This study illuminates the conditions that support educators to foster student self-regulated learning, as well as the challenges they face. Educators’ own engagement in self-regulation, often made visible to students, played a key role in promoting students’ self-regulatory capacities.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::559b49bdc0959cfc099d5fda21686bf9 https://doi.org/10.1177/1469787420982378 Zobrazit plný text záznamu