Skillnad mellan versioner av "Self-regulated learning"

Versionen från 21 november 2015 kl. 22.56

Self-Regulated Learning (SRL) Self-Regulated Learning (SRL) has come to be an important topic in psychological and educational research over the last decades. SRL refers to one’s ability to understand and controls one’s learning environment. Self regulation abilities include goal setting, self-monitoring, self-instruction and self-reinforcement. Self regulation should not been confused with a mental ability or an academic performance skill. Instead, self-regulation is a self-directive process and set of behaviors whereby learners transform their mental abilities into skills and habits through a developmental process that emerges from guided practiced and feedback. Successful self-regulated learners should be able to recognize a need to learn (e.g. be able to spot significant current or impending gaps in their knowledge); make wise choices in relation to that need (about what to learn; how and when to learn it; and whom to leaner it with and from); and satisfy that need efficiently and affordably (e.g. by obtaining data on the experiences of other learners, then using that data to set and achieve their own study goals). SRL consists of three basic components: cognition (skills and habits that are necessary to encode, memorize and recall as well as think critically); metacognition ( learner are able to understand and monitor their cognitive processes) and the motivation (attitude to the development of the cognitive and the metacognitive skills). Fil:Self-Regulatedlearning.jpg The way we study in this master can be considered as an example of SRL. We have a common digital platform, Canvas, where we can communicate, interchange opinions, discussions or organize activities. Students are cognitively engaged in groups that have open-end task, projects and problems that are based on driving questions. Students have the responsibility for finding information, coordinating actions, reaching goals and monitoring understanding. The teachers provide information and opportunities to the students that will help them to become strategic, motivated and independent learners. In additions, teachers design open-ended instructional activities and scaffold assistance for students inquiry. The fact that students take charge of their own learning is a direct manifestation of research on SRL. The synergy between practices in our digital platform Canvas and research on SRL facilitates our development as learners and, definitely, as persons. References Balacheff, N., Ludvigsen, S., De Jong, T., Lazonder, A., Barnes, S., & Montandon, L. Technology-enhanced learning. Berlin: Springer. Paris, S., & Paris, A. (2001). Classroom applications of research on self-regulated learning. Educational Psychology, 36, 89-101. Pintrich, P.R. & van der Groot, E. (1990) Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, Vol. 82, No. 1, 33-40 Carneiro, R., Lefrere, P., Steffens, K. & Underwood, J. (2011) Self-Regulated Learning in Technology Enhanced Learning Environments. Rotterdam: Sense Publishers. Teaching Excellent in Adult Literacy: https://teal.ed.gov/tealguide/selfregulated