Self-regulated learning and instructional strategies at university level

 

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Detalles Bibliográficos
Autor: Daura, Florencia Teresita
Formato: artículo original
Estado:Versión publicada
Fecha de Publicación:2017
Descripción:The present study seeks to identify the personalized classroom instruction strategies teachers use to encourage student self-regulation, as well as to construct a theoretical framework to interpret the development of the teacher student relationship at university level. A qualitative design has been adopted, with non-participant classroom observation focusing on ten subject-based courses included in the clinical course taught in Argentine medical schools. A Grounded Theory (Strauss and Corbin, 1998) analysis of the data gathered has yielded four categories: two associated with self-regulated learning and two with personalized instruction strategies. A core category has been established, which we call personalising learning co-regulating spiral. The subcategories found were quantified in order to triangulate the information obtained by the qualitative analysis.
País:Portal de Revistas UCR
Institución:Universidad de Costa Rica
Repositorio:Portal de Revistas UCR
Lenguaje:Español
OAI Identifier:oai:portal.ucr.ac.cr:article/21396
Acceso en línea:https://revistas.ucr.ac.cr/index.php/educacion/article/view/21396
Access Level:acceso abierto
Palabra clave:Autorregulación
estrategias educativas
teoría fundamentada
educación superior
Self-regulation
educational strategies
grounded theory
higher education