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

Mikroyannidis, Alexander; Connolly, Teresa; Law, Effie Lai Chong; Schmitz, Hans-Christian; Vieritz, Helmut; Nussbaumer, Alexander; Berthold, Marcel; Ullrich, Carsten and Dhir, Amandeep (2014). Self-regulated learning in formal education: perceptions, challenges and opportunities. International Journal of Technology Enhanced Learning, 6(2) pp. 145–163.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1504/IJTEL.2014.066860
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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.

Item Type: Article
Copyright Holders: 2014 Inderscience Enterprises Ltd
ISSN: 1753-5263
Project Funding Details:
Funded Project NameProject IDFunding Body
Seventh Framework Programme for Research and Technological Development (FP7): ROLE Integrated ProjectNot SetEuropean Union
Keywords: self-regulated learning; independent learning; formal education
Academic Unit/School: Faculty of Science, Technology, Engineering and Mathematics (STEM) > Knowledge Media Institute (KMi)
Faculty of Science, Technology, Engineering and Mathematics (STEM)
Interdisciplinary Research Centre: Centre for Research in Computing (CRC)
Item ID: 44025
Depositing User: Kay Dave
Date Deposited: 11 Aug 2015 14:00
Last Modified: 12 Nov 2016 20:27
URI: http://oro.open.ac.uk/id/eprint/44025
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