Self-regulated learning and instructional strategies at university level
محفوظ في:
| المؤلف: | |
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| التنسيق: | artículo original |
| الحالة: | Versión publicada |
| تاريخ النشر: | 2017 |
| الوصف: | 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. |
| البلد: | Portal de Revistas UCR |
| المؤسسة: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| اللغة: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/21396 |
| الوصول للمادة أونلاين: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/21396 |
| كلمة مفتاحية: | Autorregulación estrategias educativas teoría fundamentada educación superior Self-regulation educational strategies grounded theory higher education |