With the advent of online learning and the push for life long learning, there is currently much debate focused on creating optimal conditions in learning environments for self-regulated learning, to help students develop as independent learners. However, providing appropriate learning environments and valid assessment instruments to monitor students’ ability to self-regulate, as well as feedback and scaffolding on how to improve, is not an easy task for most tertiary educators.
This paper has provided a conceptual framework to help identify students’ self-regulatory skills, as well as a mapping to a validated online testing instrument. It is our contention that this can form the basis of a pre-test, which could be administered to groups of students at the beginning of the semester, followed by customised feedback to each student with scaffolding to help raise their awareness and skills in areas of deficiency. A post-test could also be administered to help students reflect on their progress during the semester.
With the advent of online learning and the push for life long learning, there is currently much debate focused on creating optimal conditions in learning environments for self-regulated learning, to help students develop as independent learners. However, providing appropriate learning environments and valid assessment instruments to monitor students’ ability to self-regulate, as well as feedback and scaffolding on how to improve, is not an easy task for most tertiary educators.
This paper has provided a conceptual framework to help identify students’ self-regulatory skills, as well as a mapping to a validated online testing instrument. It is our contention that this can form the basis of a pre-test, which could be administered to groups of students at the beginning of the semester, followed by customised feedback to each student with scaffolding to help raise their awareness and skills in areas of deficiency. A post-test could also be administered to help students reflect on their progress during the semester.
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