Track
Research Proposal / Assessment of Student Learning
Abstract
Success in college requires the development of self-regulated learning strategies that move beyond high school skills, but teaching these strategies can be challenging. In this presentation, participants will learn about an instructional method that requires students to practice self-regulated learning strategies--active reading, management of study time and achievement goals, proactive interaction with faculty, metacognitive reflection, and more—within the context of a student-selected course. The presenter will share data from two years of research on the assignment’s efficacy and engage participants in discussion about the potential applications of self-regulated learning in their own classrooms.
Session Format
Presentation Session
Location
Room 4
Recommended Citation
Steiner, Hillary H., "Using a Strategy Project to Promote Self-Regulated Learning" (2017). SoTL Commons Conference. 83.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2017/83
Using a Strategy Project to Promote Self-Regulated Learning
Room 4
Success in college requires the development of self-regulated learning strategies that move beyond high school skills, but teaching these strategies can be challenging. In this presentation, participants will learn about an instructional method that requires students to practice self-regulated learning strategies--active reading, management of study time and achievement goals, proactive interaction with faculty, metacognitive reflection, and more—within the context of a student-selected course. The presenter will share data from two years of research on the assignment’s efficacy and engage participants in discussion about the potential applications of self-regulated learning in their own classrooms.
