Self-regulated learning and instructional strategies at university level
Tallennettuna:
| Tekijä: | |
|---|---|
| Aineistotyyppi: | artículo original |
| Tila: | Versión publicada |
| Julkaisupäivä: | 2017 |
| Kuvaus: | 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. |
| Maa: | Portal de Revistas UCR |
| Organisaatio: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Kieli: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/21396 |
| Linkit: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/21396 |
| Sanahaku: | Autorregulación estrategias educativas teoría fundamentada educación superior Self-regulation educational strategies grounded theory higher education |