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

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.

Mensajes De Autorregulación Del Aprendizaje en Estudiantes Del Grado Noveno Del Colegio Cundinamarca Ied en Bogotá

“…Esto, en cierta medida, podría indicar que los participantes que tienen una insuficiente autorregulación de sus emociones experimentan mayoritariamente automensajes centrados en la evitación. Sobre esto, el estudio de Boekaerts y Corno (2005) ha mostrado que el uso de estrategias enfocadas en la evitación suelen ser útiles para reducir el estrés y la ansiedad que genera afrontar tareas o actividades para los que se considera no tener la suficiente destreza (Russell, Baik, Ryan, & Molloy, 2020). Al respecto, Bandura (1991) y Panadero (2011), han planteado que las actividades que suelen generar efectos negativos en las emociones de los individuos suelen desembocar en evitación.…”

To be connected: Supporting self-regulated learning in higher music education before and during the pandemic

“…Despite widespread agreement on the importance of SRL, not all university teachers embed support for SRL into their teaching (Russell et al, 2020). Moreover, it is often assumed that students are already proficient in SRL (Bjork et al, 2013;Russell et al, 2020), whereas studies show that they are usually not adequately prepared for the expectations related to learning that await them at the university (Christie et al, 2013;Heikkilä et al, 2012) and do not use digital technologies to regulate their learning (Yot-Domínguez & Marcelo, 2017). Therefore, much emphasis needs to be placed on enhancing students' SRL skills through the careful design of learning and assessment activities.…”

“…We wonder to what extent university teachers support SRL development or whether take it for granted, especially in the HME, where the role of the major music teacher (MMT) is fairly prominent. One previous study has found that teacher's engagement in self-regulation, especially when it is made visible to students, plays a key role in promoting SRL among students (Russell et al, 2020). Guided and independent practicing is another way to help improve students' SRL, which implies that students are given opportunities to practice different learning strategies, while the teacher observes and offers help if it is needed, intending to strengthen students' independent use of strategies (Lee et al, 2010;Schunk & Zimmerman, 2007).…”

“…Guided and independent practicing is another way to help improve students' SRL, which implies that students are given opportunities to practice different learning strategies, while the teacher observes and offers help if it is needed, intending to strengthen students' independent use of strategies (Lee et al, 2010;Schunk & Zimmerman, 2007). Studies show that teachers who are more motivated to design their teaching to foster SRL had the following characteristics: their pedagogical beliefs were aligned with SRL theory; they tended to self-regulate their work and learning; they had a sense of agency (believed that they could adapt the curriculum to achieve their teaching goals); they were eager to experiment and reflective; and they valued lifelong learning, student's participation, listening and understanding students (Moos & Ringdal, 2012;Russell et al, 2020).…”

Profile of Student Self-Regulation Learning in Applying Teaching Skills in Online Learning.

“…This also applies to the implementation of learning carried out online by prospective teacher students in the implementation of teaching practices (Russell et al, 2020). Students carrying out teaching practices face challenges due to changes in the environment and learning systems that are different from traditional learning.…”