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

Alexander Mikroyannidis*, Teresa Connolly, Effie Lai Chong Law, Hans Christian Schmitz, Helmut Vieritz, Alexander Nussbaumer, Marcel Berthold, Carsten Ullrich, Amandeep Dhir

*Corresponding author for this work

    Research output: Contribution to journalArticleScientificpeer-review

    9 Citations (Scopus)

    Abstract

    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.

    Original languageEnglish
    Pages (from-to)145-163
    Number of pages19
    JournalINTERNATIONAL JOURNAL OF TECHNOLOGY ENHANCED LEARNING
    Volume6
    Issue number2
    DOIs
    Publication statusPublished - 1 Jan 2014
    MoE publication typeA1 Journal article-refereed

    Keywords

    • Formal education
    • Independent learning
    • Self-regulated learning

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