Journal article

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

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 teachin..

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Grants

Awarded by Learning and Teaching Initiative grant from The University of Melbourne


Funding Acknowledgements

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.