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Self-regulated learning in formal education: perceptions, challenges and opportunities

  • Self-Regulated Learning (SRL) is a term that can be used to describe an individual’s ability to develop a skill set allowing him or her to learn in a number of different ways. SRL can also relate to new pedagogical theories that encourage teachers in formal education to motivate and support their students into achieving a high level of self-regulation. This paper reports on the findings of a number of surveys conducted with a wide variety of teachers in different countries, regarding their perceptions of SRL. The results and analysis of these surveys help inform not only the perceptions of SRL amongst teachers but also examine the challenges and opportunities that arise from taking this approach.

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Metadaten
Author:Alexander Mikroyannidis, Teresa Connolly, Effie Lai-Chong Law, Hans-Christian Schmitz, Helmut Vieritz, Alexander Nussbaumer, Marcel Berthold, Carsten Ullrich, Amandeep Dhir
URN:urn:nbn:de:bsz:mh39-43945
URL:http://oro.open.ac.uk/id/eprint/44025
ISSN:1753-5263
Parent Title (English):International Journal of Technology Enhanced Learning
Document Type:Article
Language:English
Year of first Publication:2014
Date of Publication (online):2015/11/23
Publicationstate:Veröffentlichungsversion
Reviewstate:Peer-Review
Volume:6
Issue:2
First Page:145
Last Page:163
Note:
externe Quelle
Dewey Decimal Classification:100 Philosophie und Psychologie / 150 Psychologie
Leibniz-Classification:Psychologie
Open Access?:Ja
Licence (German):Es gilt das UrhG