Fostering self-regulated learning in higher education: Making self-regulation visible
Joanne M Russell, Chi Baik, Anna T Ryan, Elizabeth Molloy
Active Learning in Higher Education | SAGE PUBLICATIONS INC | Published : 2020
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 teachin..View full abstract
Awarded by Learning and Teaching Initiative grant from The University of Melbourne
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by a Learning and Teaching Initiative grant from The University of Melbourne [Application 00032]. Russell is also supported by a PhD scholarship, administered by The University of Melbourne, as part of the Australian Government's Research Training Program scheme.