The full text of this article
Self-regulated learning in formal education: perceptions, challenges and opportunities
by Alexander Mikroyannidis; Teresa Connolly; Effie Lai-Chong Law; Hans-Christian Schmitz; Helmut Vieritz; Alexander Nussbaumer; Marcel Berthold; Carsten Ullrich; Amandeep Dhir
International Journal of Technology Enhanced Learning (IJTEL), Vol. 6, No. 2, 2014
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.
Online publication date: Fri, 09-Jan-2015
is only available to individual subscribers or to users at subscribing institutions.
Go to Inderscience Online Journals to access the Full Text of this article.
Pay per view:
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.
Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Technology Enhanced Learning (IJTEL):
Login with your Inderscience username and password:
Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable).
See our Orders page to subscribe.
If you still need assistance, please email firstname.lastname@example.org