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

被引：15

作者：

Mikroyannidis, Alexander ^{[1
]}

Connolly, Teresa ^{[1
]}

Law, Effie Lai-Chong ^{[2
]}

Schmitz, Hans-Christian ^{[3
]}

Vieritz, Helmut ^{[4
]}

Nussbaumer, Alexander ^{[5
]}

Berthold, Marcel ^{[6
]}

Ullrich, Carsten ^{[7
]}

Dhir, Amandeep ^{[8
]}

机构：

[1] Open Univ, Knowledge Media Inst, Milton Keynes MK7 6AA, Bucks, England

[2] Univ Leicester, Dept Comp Sci, Leicester LE1 7RH, Leics, England

[3] Inst Deutsch Sprache, D-68161 Mannheim, Germany

[4] Rhein Westfal TH Aachen, Aachen, Germany

[5] Graz Univ Technol TUGraz, KTI, CSS, Graz, Austria

[6] Schuhfried GmbH, A-2340 Modling, Austria

[7] DFKI GmbH, Ctr E Learning Technol CeLTech, D-10559 Berlin, Germany

[8] Aalto Univ, Sch Sci, Dept Comp Sci & Engn, Espoo, Finland

来源：

INTERNATIONAL JOURNAL OF TECHNOLOGY ENHANCED LEARNING | 2014年 / 6卷 / 02期

关键词：

self-regulated learning; independent learning; formal education;

D O I：

10.1504/IJTEL.2014.066860

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：145 / 163

页数：19

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