Enhancing self-regulated learning through using written feedback in higher education

2017 ◽  
Vol 85 ◽  
pp. 1-10 ◽  
Author(s):  
Georgeta Ion ◽  
Elena Cano-García ◽  
Maite Fernández-Ferrer
Keyword(s):  
Higher Education ◽  
Written Feedback ◽  
Self Regulated Learning ◽  
Regulated Learning

Breaking the code: barriers affecting inclusive thinking-HETL Scotland 2017

2018 ◽  
Vol 10 (2) ◽  
pp. 118-129
Author(s):  
Linda Carol Algozzini ◽  
Valencia Lavon Gabay ◽  
Shannon D. Voyles ◽  
Kimberly Bessolo ◽  
Grady Batchelor
Keyword(s):  
Higher Education ◽  
First Century ◽  
Individual Student ◽  
Change Model ◽  
Participatory Action ◽  
Content Type ◽  
Self Regulated Learning ◽  
Group Coaching ◽  
Regulated Learning

Purpose This case study reviews a group coaching and mentoring (GCM) change model and its significance in dissolving barriers and promoting equity in virtual learning environments. The purpose of this paper is to examine the model’s approach to shifting instructor mindsets to align with institutional core values and initiatives that best serve a twenty-first century adult learner. Design/methodology/approach The change model, grounded in GCM, metacognition, self-regulated learning, and community of practice theory, incorporates participatory action research design focusing on cycles of action, reflection, and evaluation. Findings This study illustrates the change model’s success in moving educators toward deeper understanding of self and individual student differences. It further showcases how professionals adapt and improve practices using self-regulated learning and metacognition to better serve the population they teach. Practical implications The GCM framework improved engagement. The design, while implemented in a higher education arena, is applicable to other entities seeking to bridge gaps using metacognition and self-regulated learning to become adaptable and inclusive. Originality/value The change model, recipient of one of this year’s Effective Practice Awards from the Online Learning Consortium (2017), is recognized for innovation and replicability in and beyond higher education.

scholarly journals Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis

2019 ◽  
Vol 28 ◽  
pp. 100292 ◽  
Author(s):  
Renée S. Jansen ◽  
Anouschka van Leeuwen ◽  
Jeroen Janssen ◽  
Suzanne Jak ◽  
Liesbeth Kester
Keyword(s):  
Higher Education ◽  
Meta Analysis ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Learning Interventions

scholarly journals Perception and Attitude Toward Self-Regulated Learning of Thailand’s Students in Educational Data Mining Perspective

2019 ◽  
Vol 14 (09) ◽  
pp. 34 ◽  
Author(s):  
Wongpanya Sararat Nuankaew ◽  
Pratya Nuankaew ◽  
Direk Teeraputon ◽  
Kanakarn Phanniphong ◽  
Sittichai Bussaman
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Learning Strategy ◽  
Educational Data Mining ◽  
Learning Technology ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Modern Learning

The Self-Regulated Learning (SRL) strategies can be the best. It can be achieved by a sub-goal that will be more important in the younger generation. This paper proposes the process of developing factors (attributes) which are related to the development of learning styles through self-regulated strategies. The objectives of this paper are (1) to study the perception and attitude toward the attributes of students with self-regulated learning of the students in higher education, and (2) to find the level of acceptance towards the factor of SRL using applied statistics and machine learning technology. The results show that two tools have proved the respondents and the factors of SRL in the accepted level. Besides, the results found that Thai higher education students still focus on formal learning, which conflicts with the behavior and us-age of Internet and telephone in the classroom. In future work, the author is committed to develop and apply a self-regulated learning strategy model with a combination of collaborative learning strategies of blended learning. Also, it supports undergraduate students in analyzing the factors and studying the behavior patterns of learners in suitable modern learning.

Can Self-Regulated Learning Intervention Improve Student Reading Performance in Flipped Classrooms?

2020 ◽  
Vol 10 (4) ◽  
pp. 1-13
Author(s):  
Christopher C. Y. Yang ◽  
Irene Y. L. Chen ◽  
Anna Y. Q. Huang ◽  
Qian-Ru Lin ◽  
Hiroaki Ogata
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Self Efficacy ◽  
Learning Strategy ◽  
Learning Performance ◽  
Book Reading ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Student Reading ◽  
Reading System

The advancement in network technology has stimulated the proliferation of online learning. Online learning platforms, such as the learning management systems (LMS) and e-book reading systems, are widely used in higher education to enhance students' reflection and planning of the learning process. Although many studies have explored the relationships between students' reading patterns and learning performances, few have examined the effects of self-regulated learning, learning strategy, and self-efficacy on the learning performance of students. Here, the authors collected the reading logs from an e-book reading system BookRoll and investigated the correlations between students' abilities of self-regulated learning, learning strategy, self-efficacy, and learning performance. The results of this study provide valuable insights to the teachers in higher education regarding designing courses helpful for students to improve their learning performance.

Sign in / Sign up

Export Citation Format

Share Document