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Autor/inn/en | Russell, Joanne M.; Baik, Chi; Ryan, Anna T.; Molloy, Elizabeth |
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Titel | Fostering Self-Regulated Learning in Higher Education: Making Self-Regulation Visible |
Quelle | In: Active Learning in Higher Education, 23 (2022) 2, S.97-113 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Russell, Joanne M.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1469-7874 |
DOI | 10.1177/1469787420982378 |
Schlagwörter | Learning Strategies; Skill Development; Teaching Methods; Teacher Attitudes; Teaching Experience; College Faculty; Foreign Countries; Australia |
Abstract | 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. (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 | 2024/1/01 |