Authors: Alexander Mikroyannidis; Teresa Connolly; Effie Lai-Chong Law; Hans-Christian Schmitz; Helmut Vieritz; Alexander Nussbaumer; Marcel Berthold; Carsten Ullrich; Amandeep Dhir
Addresses: Knowledge Media Institute, The Open University, Milton Keynes, Buckinghamshire MK7 6AA, UK ' Knowledge Media Institute, The Open University, Milton Keynes, Buckinghamshire MK7 6AA, UK ' Department of Computer Science, University of Leicester, Leicester LE1 7RH, UK ' Institut für Deutsche Sprache, R5, 6-13, 68161 Mannheim, Germany ' RWTH Aachen University, Aachen, Germany ' Cognitive Science Section (CSS), Knowledge Technologies Institute (KTI), Graz University of Technology (TUGraz), Graz, Austria ' Schuhfried GmbH, Hyrtlstraße 45, 2340 Mödling, Austria ' Centre for e-Learning Technology (CeLTech), DFKI GmbH, Alt-Moabit 91c, D-10559 Berlin, Germany ' Department of Computer Science and Engineering, School of Science, Aalto University, Espoo, Finland
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.
Keywords: self-regulated learning; SRL; independent learning; formal education; self-regulation; teacher perceptions.
International Journal of Technology Enhanced Learning, 2014 Vol.6 No.2, pp.145 - 163
Available online: 09 Jan 2015 *Full-text access for editors Access for subscribers Purchase this article Comment on this article