Relevant bibliographies by topics / Self-regulated learning

Academic literature on the topic 'Self-regulated learning'

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Published: 4 June 2021
Last updated: 25 May 2024

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Journal articles on the topic "Self-regulated learning"

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TEZCI, Erdogan, Fahri SEZER, Sumer AKTAN, and Ugur GURGAN. "Do Lifestyles Shape Self-Regulated Learning Strategies?" Eurasian Journal of Educational Research 16, no. 65 (October 6, 2016): 1–35. http://dx.doi.org/10.14689/ejer.2016.65.14.

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Shin, Min Hee. "Self-Regulated Learning Thoery: Meaning Components and Design Principles." Journal of Educational Technology 14, no. 1 (June 29, 1998): 143–56. http://dx.doi.org/10.17232/kset.14.1.143.

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Porras, Jheniffer Fabiola Castro. "Self-regulated Learning and Academic Stress in University Students." Revista Gestão Inovação e Tecnologias 11, no. 3 (June 30, 2021): 719–26. http://dx.doi.org/10.47059/revistageintec.v11i3.1970.

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Ahmed, Wondimu. "Motivation and Self-Regulated Learning: A Multivariate Multilevel Analysis." International Journal of Psychology and Educational Studies 4, no. 3 (September 1, 2017): 1–11. http://dx.doi.org/10.17220/ijpes.2017.03.001.

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Theobald, Maria, Henrik Bellhäuser, and Matthias Nückles. "Inside Self-Regulated Learning." Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 51, no. 4 (October 2019): 183–89. http://dx.doi.org/10.1026/0049-8637/a000224.

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Dettori, Giuliana. "Demystifying self-regulated learning." Future Learning 2, no. 1 (December 16, 2013): 55–59. http://dx.doi.org/10.7564/13-fule17.

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Pintrich, Paul R. "Understanding self-regulated learning." New Directions for Teaching and Learning 1995, no. 63 (1995): 3–12. http://dx.doi.org/10.1002/tl.37219956304.

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Usher, Ellen L., and Frank Pajares. "Self-Efficacy for Self-Regulated Learning." Educational and Psychological Measurement 68, no. 3 (November 9, 2007): 443–63. http://dx.doi.org/10.1177/0013164407308475.

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Ben-Eliyahu, Adar, and Lisa Linnenbrink-Garcia. "Extending self-regulated learning to include self-regulated emotion strategies." Motivation and Emotion 37, no. 3 (December 15, 2012): 558–73. http://dx.doi.org/10.1007/s11031-012-9332-3.

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Wada, Ichiro. "Self-regulated learning in science." Impact 2021, no. 7 (September 14, 2021): 30–31. http://dx.doi.org/10.21820/23987073.2021.7.30.

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Children learn in different ways and so it is important that different teaching and learning styles are used in education. Professor Ichiro Wada, Professional School for Teacher Education in Education, Yokohama National University, Japan, wants to leverage self-regulated learning for science education. A key goal for his work is to clarify the relationship between the establishment of self-regulated learning and the construction of scientific concepts. He believes that self-regulated learning in science is important for improving educational issues in Japan. A key challenge for Wada is seeing how children think and self-regulate in order that teachers can design improved lessons. To overcome this, he used technology to encourage students to express and record their thoughts which provided an insight into how the children were thinking and learning. The researchers have been successful in visualising the learning process and plan to use their findings to help science teachers to design lessons that relate the process of self-regulated learning to the process of constructing scientific concepts. Wada plans to continue to promote self-regulated learning and will also tackle the social context of self-regulated learning and design lessons that consider these social aspects.
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Dissertations / Theses on the topic "Self-regulated learning"

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Gonzalez, Andrea Michelle. "Six Principles of Self-Regulated Learning: Developing Self-Regulated Language Learners." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4052.

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Self-regulation is an important aspect of learning, and all teachers want to instill this ability in their students. However, students often feel confused or inadequate when it comes to being in charge of their own learning. This is especially true in intensive English programs where students expect the teacher to provide them with the information they need to pass tests and advance to higher levels. While the teacher's role cannot be overlooked, encouraging self-regulated learning is also vital to students' success in learning. The author saw a need for this in the intensive English program where she is teaching. She created a workbook which outlines the six principles of self-regulated learning as presented by Andrade and Evans (2013). During the course of two semesters, she gathered data from teachers and students in classes at the English Language Center (ELC) through surveys and interviews regarding how useful the workbook was in helping students to be more self-regulated in their learning. The feedback indicates that the principles presented in the workbook were useful, and the students felt better equipped to face future learning. Although this was a preliminary study, the feedback collected regarding the workbook indicates that students are more receptive to self-regulated learning if they have the tools to understand how to be self-regulated learners. A second study was conducted by administrators of an intensive English program, and the results demonstrated the workbook was useful for their purposes in many different proficiency levels.
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Hillgaar, Stian Douglas. "Mindfulness and self regulated learning." Thesis, Norges teknisk-naturvitenskapelige universitet, Psykologisk institutt, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-13594.

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The main purpose of this thesis was to investigate the association between mindfulness and self-regulated learning. Mindfulness is used in the treatment of stress and anxiety, and has been associated with attention regulation and affect-regulation. Mindful individuals have been found to use more strategies to keep attention on task to enhance their performance. It was therefore predicted that mindfulness would be positively associated with self-regulated learning. The data was collected using self-rapport questionnaires and consisted of three different measurements; the Five Facet Mindfulness Questionnaire (FFMQ) [(Baer, R. A., Smith, G. G., Hopkins, J., Krietemeyer, J. & Toney, L. (2006). Using Self-Report Assessment Methods to Explore Facets of Mindfulness. Assessment, 13(1), 27 – 45.)], test anxiety and the strategy section of the “Motivational Strategic Learning Questionnaire” (MSLQ) [(Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). Non-Journal item.)], and a sample from Locke and Latham goal – setting questionnaire. The respondents were 346 students from the “Norwegian University of Science and Technology” (NTNU), with a response rate of 41%. A theoretical link between mindfulness and self-regulated learning is initially introduced, before the empirical investigation. The reliability of the instruments used and dimensional structure was checked to investigate the measurements reliability and consistencies with previous finding. The main aim was then tested, which consisted of testing association between mindfulness and self-regulative learning components, measured as students use of learning strategies, meta-cognitive self-regulation strategies, test anxiety and as goal-setting. Inter-correlations between the indices were performed. Cluster analysis was used to determine response tendencies within the mindfulness dimensions and MANOVA was applied to test differences between the clusters in self-regulated learning. The results indicated that the dimensional structure of the FFMQ was replicated with satisfactory Chronback alpha. Reliability of the learning strategy indices was consistent with previous results. The correlations between the different measurements revealed the facets of mindfulness to be positively correlated with learning strategies, and negatively correlated with test anxiety. Mindfulness was furthermore, across all facets, consistently and significantly positively correlated with goal accomplishment and negatively with goal dissatisfaction. Cluster analysis revealed that the cluster with a combination of high scores on mindfulness facets scored consistently better on the self-regulated learning facets. These results stayed significant even when gender, age and education were controlled for.
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Gregory, David Alan. "Impulsivity control and self-regulated learning /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1407688881&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2007.
"Department of Educational Psychology and Special Education." Keywords: Impulsivity control, Self-regulated learning, Achievement Includes bibliographical references (p. 132-167). Also available online.
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Hemerda, Jodie Maria. "Maximizing Feedback for Self-Regulated Learning." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1895.

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Application of clearly defined feedback types, which have been correlated with improved student performance, has great potential for maximizing instructor use of feedback and its effect on a learner's self-regulatory learning (SRL) for optimized learning. Within SRL, where learner performance is influenced by a recursive internal process, instructional feedback plays a critical role. Yet, the characteristics of external feedback that influence SRL to improve performance are unclear in the literature. Within a theoretical framework where feedback catalyzes self-regulation, this quantitative study sought to integrate feedback type research to expand the SRL model. Data were graded assignments from 23 undergraduate level and 8 graduate level online university courses randomly selected from a pool of 86 possible courses. Applying non-experimental logistic regression and using descriptive statistics, feedback was categorized to determine the quantity of each of the 5 feedback types [task correctness (FC), task elaboration (TE), task process (FP), self-regulation (FR), and personal or self-related (FS)], as well as how they correlated with improved performance. The results indicate that the feedback types were not normally distributed, FS was statistically not present and FE was most used, and the logistical regression indicated that the presence of FC and FR was minimally associated with improved performance. Additional experimentation is needed to normalize the type distribution and test the strength of the FC and FR effect. This study initiated a clarification in understanding the external component of feedback in the SRL model, which is necessary to harness feedback to create positive change in the self-regulatory processes of learners.
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Ta, Thi Han Hoan. "Self-regulated learning in a Vietnamese context." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0026/MQ51482.pdf.

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Valle, Arias Antonio, Cabanach Ramón González, Lozano Alfonso Barca, and Pérez José Carlos Núñez. "Cognitive-motivational dimmensions and self-regulated learning." Pontificia Universidad Católica del Perú, 1996. http://repositorio.pucp.edu.pe/index/handle/123456789/99958.

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This paper discusses schoollearning from a cognitive-motivational perspective. A number of relevant ideas are highlighted as relevant to undersrand the cognitive-motivational factors that influence school learning.
El artículo analiza el aprendizaje escolar donde una perspectiva cognitivo- motivacional, en la que se destacan una serie de ideas relevantes de profundizar en la comprensión de los factores cognitivo-motivacionales que inciden en el aprendizaje escolar.
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Brasser, Angela L. "Social learning strategies| A qualitative study of self-regulated learning." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702736.

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This qualitative study examined low achieving online learners' uses of social self-regulated learning strategies. Research has shown that low achieving online learners lack strategies for self-regulated learning, which directly relates to their lack of achievement. Social self-regulated learning strategies examined in this study included help seeking, social comparison and social interactions. As learners constructed meaning and struggled with content, interactions between learners and peers, the instructor/instructor's assistant, technical support, and materials facilitated the process. Low achieving online learners resisted utilizing social self-regulated learning strategies. However, according to the research, little data was collected from low achieving online learners directly. This study asked low achieving online learners to describe their experiences, through semi-structured interviews. Barriers to social self-regulated learning strategies included poor attitudes, internet addiction, and exterior blame, according to the research. Self-regulated learning, in general, is linked to higher achievement. This study found that low achieving online learners lacked the use of social self-regulated learning strategies. Additionally, participants lacked help seeking behaviors, experienced social isolation, and held negative views of their classmates and instructor. The findings in this study may assist instructional designers to increase opportunities for social self-regulated learning in online courses, which may, in turn, increase achievement.

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Cho, Moon-Heum. "The development of online self-regulated learning model and initial validation of human interaction component of online self-regulated learning." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6092.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 19, 2009) Includes bibliographical references.
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Ng, Man-him. "Self-regulated learning strategies of mathematically gifted students." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37235096.

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Ng, Man-him, and 吳文謙. "Self-regulated learning strategies of mathematically gifted students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37235096.

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Books on the topic "Self-regulated learning"

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Powers, Matthew. Self-Regulated Design Learning. Description: New York: Routledge, 2016. | Includes bibliographical: Routledge, 2016. http://dx.doi.org/10.4324/9781315746081.

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R, Pintrich Paul, ed. Understanding self-regulated learning. San Francisco: Jossey-Bass, 1995.

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Cleary, Timothy J. The Self-Regulated Learning Guide. New York: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315693378.

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Zimmerman, Barry J., and Dale H. Schunk, eds. Self-Regulated Learning and Academic Achievement. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3618-4.

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Carneiro, Roberto, Paul Lefrere, Karl Steffens, and Jean Underwood, eds. Self-Regulated Learning in Technology Enhanced Learning Environments. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-654-0.

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H, Schunk Dale, and Zimmerman Barry J, eds. Self-regulated learning: From teaching to self-reflective practice. New York: Guilford Press, 1998.

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Teng, Lin Sophie. Self-regulated Learning and Second Language Writing. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99520-1.

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Rink, Marion. Self-Regulated Learning in the Inverted Classroom. Wiesbaden: Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-44105-0.

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Sebastian, Bonner, and Kovach Robert, eds. Developing self-regulated learners: Beyond achievement to self-efficacy. Washington, DC: American Psychological Association, 1996.

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J, Zimmerman Barry, and Schunk Dale H, eds. Self-regulated learning and academic achievement: Theoretical perspectives. 2nd ed. Mahwah, N.J: Lawrence Erlbaum Associates Publishers, 2001.

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Book chapters on the topic "Self-regulated learning"

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Vassallo, Stephen. "Self-Regulated Learning." In Encyclopedia of Critical Psychology, 1710–13. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_277.

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Low, Renae, and Putai Jin. "Self-Regulated Learning." In Encyclopedia of the Sciences of Learning, 3015–18. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_202.

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Artino, Anthony R., Richard J. Simons, and Abigail Konopasky. "Self-Regulated Learning." In An Introduction to Medical Teaching, 25–43. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85524-6_3.

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Merrotsy, Peter. "Self Regulated Learning." In Pedagogy for Creative Problem Solving, 149–76. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315198019-7.

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Ning, Hao. "Self-Regulated Learning." In The ECPH Encyclopedia of Psychology, 1–2. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_374-1.

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Skinner, Charlotte. "Self-Regulated Learning." In Developing Faculty Learning Communities at Two-Year Colleges, 93–108. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003444152-6.

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Nilson, Linda B. "What is Self-Regulated Learning and How Does It Enhance Learning?" In Creating Self-Regulated Learners, 1–14. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003443803-1.

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Nussbaumer, Alexander, Ingo Dahn, Sylvana Kroop, Alexander Mikroyannidis, and Dietrich Albert. "Supporting Self-Regulated Learning." In Responsive Open Learning Environments, 17–48. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-02399-1_2.

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Nilson, Linda B. "Self-Regulated Learning from Meta-Assignments." In Creating Self-Regulated Learners, 46–59. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003443803-5.

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Nilson, Linda B. "Self-Regulated Learning from Live Lectures." In Creating Self-Regulated Learners, 37–45. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003443803-4.

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Conference papers on the topic "Self-regulated learning"

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Ainscough, Louise, Richard Leung, Kay Colthorpe, and Tracey Langfield. "Characterizing university students’ self-regulated learning behavior using dispositional learning analytics." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9153.

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Learning analytics can be used in conjunction with learner dispositions to identify at-risk students and provide personalized guidance on how to improve. Participants in the current study were students (n=192) studying a first year anatomy and physiology course. A two-step cluster analysis was performed using learning analytics data from the learning management system and self-regulated learning behavior from meta-learning assessment tasks. Three clusters of students were identified – high, medium and low self-regulated learners. High self-regulated learners were engaged with the meta-learning tasks, reported the most self-regulated learning strategies and used new strategies during semester. They also had the highest academic achievement. Compared to low self-regulated leaners, medium self-regulated learners were more engaged in the meta-learning tasks and used more learning strategies during semester, including new strategies; however, both medium and low self-regulated learners had similar levels of academic achievement. It is possible that the medium self-regulated learners represent students who were attempting to improve their learning, but had not yet found strategies that were right for them. Future evaluation of academic performance may determine whether the attempts to improve learning by medium self-regulated learners distinguishes them from low self-regulated learners in the later years of their study.
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Baranovskaya, Tatiana, Valentina Shaforostova, T. Balykhina, and E. Lapteva. "CRITICAL THINKING IN SELF-REGULATED LEARNING." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1728.

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Cohen, Irit Mazor. "Self-Regulated Learning – Theories Or Pedagogies." In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.87.

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Lăzărescu, Mihaela Păiși. "Self-Regulated Learning And Academic Success." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.240.

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Min, Lan, and Hew Khe Foon. "Self-Regulated Learning Process in MOOCs." In ICDEL 2019: 2019 the 4th International Conference on Distance Education and Learning. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3338147.3338161.

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Magno, Carlo, and Dave Cayado. "Teaching Self-Regulated Learning in Classrooms." In 1st International Conference on Education Innovation (ICEI 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-17.2018.17.

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Aprianti, Melani, and Tri Widiatmini. "Self-Regulated Learning in Digital Era." In Proceedings of the International Conference on Psychology and Communication 2018 (ICPC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpc-18.2019.7.

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Shih, Hui-Ru, Wei Zheng, Evelyn J. Leggette, and Gordon Skelton. "Enhancing Student Performance by Promoting Self-Regulated Learning." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62446.

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Self-regulated Learning (SRL) focuses on the use of self-evaluation and self-motivation to aid the student in developing the correct habits, techniques, and tools necessary for success in a learning environment. With self-regulated learning, students can evaluate their study and learning strategies. Training programs that promote self-regulated learning have been found to be beneficial for students’ learning. SRL is currently viewed as a vital prerequisite for the successful acquisition of knowledge in school and beyond. However, SRL is not well known and utilized by the Engineering and Technology education community for facilitating student learning. Self-regulated learning is an important but difficult concept to present to students. The application of self-regulation to learning is a complicated process involving not only the awareness and application of learning strategies but also extensive reflection and self-awareness. This paper describes the design and development of the SRL instructional strategies, their implementation, and the evaluation of their effectiveness. The outcomes are provided and recommendations are discussed.
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Sarva, Edīte, Inga Linde, and Linda Daniela. "Self-Regulated Learning in Remote Educational Context." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.27.

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Year 2020 has introduced massive changes in the teaching and learning in traditional classroom settings all around the world as due to the abrupt outbreak of COVID-19 pandemic, schools had to introduce remote learning systems and the amount of students’ independent workload increased exponentially. Self-regulated learning plays a crucial role in the learning process, and it is even more significant in remote learning as external regulation is low. The aim of this research was to study students’ self-evaluation on self-regulation processes during remote learning caused by the second wave of COVID-19 pandemic in autumn 2020. This paper presents results of a case study at a secondary school in Latvia. Over a period of two months regular surveys were carried out to investigate students’ opinion on their metacognitive, motivational and behavioural processes during remote learning. Results were analysed to determine the overall situation, changes over time and differences between distinctive students’ groups. Results reveal that 10–12th grade students are more self-rigorous when evaluating their performance than 7–9th graders. It is also evident that girls have better self-regulation skills than boys but seem to neglect their own needs more than boys. These and other results point to the need for customized support to different student groups during remote learning in order to provide all students with an appropriate learning environment.
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Hsu, Pi-Ying. "Self-Regulated Learning Strategies in Technology-Enhanced Learning." In IC4E 2020: 2020 the 11th International Conference on E-Education, E-Business, E-Management, and E-Learning. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3377571.3377579.

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Reports on the topic "Self-regulated learning"

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Cho, Siwon. Self-Regulated Learning and Fashion YouTuber. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8288.

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Sottilare, Robert A. Fundamentals of Adaptive Intelligent Tutoring Systems for Self-Regulated Learning. Fort Belvoir, VA: Defense Technical Information Center, March 2015. http://dx.doi.org/10.21236/ada614161.

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Sottilare, Robert A., and Anne M. Sinatra. Adaptive Tutoring for Self-Regulated Learning: A Tutorial on Tutoring Systems. Fort Belvoir, VA: Defense Technical Information Center, December 2014. http://dx.doi.org/10.21236/ada612882.

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Artino, Jr, Cleary Anthony R., Dong Timothy J., Hemmer Ting, Durning Paul A., and Steven J. Exploring Clinical Reasoning in Novices: A Self-Regulated Learning Microanalytic Approach. Fort Belvoir, VA: Defense Technical Information Center, July 2013. http://dx.doi.org/10.21236/ada587612.

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Rodríguez Buitrago, Carolina, Clara Isabel Onatra Chavarro, and Sandra Marina Palencia González. Pre-Service Language Teachers’ Perceptions towards Self-Regulated Learning: Paving the way for Flipped Learning. Institucion Universitaria Colombo Americana, June 2019. http://dx.doi.org/10.26817/paper.07.

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Calomiris, Charles, and Charles Kahn. The Efficiency of Self-Regulated Payments Systems: Learning From the Suffolk System. Cambridge, MA: National Bureau of Economic Research, January 1996. http://dx.doi.org/10.3386/w5442.

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Fatima, Sahar, Mohamad Nabil Mohd Noor, Vinod Pallath, Foong Chanchoong, and Hong Wei-Han. Evaluating the effectiveness of instructional strategies in promoting self-regulated learning during clinical clerkship years. A protocol for systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2023. http://dx.doi.org/10.37766/inplasy2023.1.0065.

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Review question / Objective: Considering the evidence-based beneficial effects of self-regulated learning in medical education, the aim of this systematic review is to determine the instructional strategies used to promote self-regulated learning in medical students during clinical clerkship years. We used the "PICO" framework to formulate the research questions: P - Undergraduate or graduate entry medical students in clinical clerkship years and/or medical teachers in clinical clerkship years. I - Instructional strategy. C - Traditional didactic instructional strategies (where applicable). O- Self-regulated learning or any of its components. To this end, the proposed systematic review will address the following questions: i. What instructional strategies have been used to influence self-regulated learning in medical students during clinical clerkship? ii. What influence did the instructional strategies exert on medical students’ self-regulated learning approaches during clinical clerkship?
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Picho, Katherine, Timothy J. Cleary, Jr Artino, Dong Anthony R., and Ting. Developing and Testing a Self-Regulated Learning Assessment Methodology Combined with Virtual-Patient Simulation in Medical Education. Fort Belvoir, VA: Defense Technical Information Center, April 2015. http://dx.doi.org/10.21236/ada623009.

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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

Full text
Abstract:
Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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