Self-Regulation and Autonomy in Problem- and Project-Based Learning Environments

Autor/inn/en	Stefanou, Candice; Stolk, Jonathan D.; Prince, Michael; Chen, John C.; Lord, Susan M.
Titel	Self-Regulation and Autonomy in Problem- and Project-Based Learning Environments
Quelle	In: Active Learning in Higher Education, 14 (2013) 2, S.109-122 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787413481132
Schlagwörter	Metacognition; Problem Based Learning; Personal Autonomy; Instructional Design; Teaching Methods; Student Projects; Learning Strategies; Critical Thinking; Nontraditional Education; Educational Environment; Outcomes of Education; Student Centered Curriculum; Measures (Individuals); Learning Motivation; Questionnaires; Undergraduate Students; Mixed Methods Research; Pretests Posttests; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Problem-based learning; Problemorientiertes Lernen; Individuelle Autonomie; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Schulprojekt; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kritisches Denken; Non-traditional education; Alternative Erziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lernleistung; Schulerfolg; Messdaten; Motivation for studies; Lernmotivation; Fragebogen
Abstract	Investigations of the relationships between contexts in which learning occurs and students' behaviours, cognitions and motivations may further our understanding of how instruction is related to students' development as self-regulated learners. In this study, student self-regulated learning strategies in problem-based learning and project-based learning environments were examined to determine whether student self-regulation outcomes differed depending on the instructional design. Quantitative results showed that student motivations and behaviours were not statistically different in the two settings. Differences in cognitions associated with self-regulated learning were, however, observed in the two settings, with students in the project-based environments reporting higher levels of elaboration, critical thinking and metacognition. In addition, students in the project-based courses reported higher perceived autonomy support, or the degree to which they perceived their instructors provided them with supportive opportunities to act and think independently compared to students in the problem-based courses. These findings indicate that different non-traditional student-centred learning environments may support different outcomes related to self-regulated learning. (Contains 4 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10