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Learning How to Learn--Implementing Self-Regulated Learning Evidence into Practice in Higher Education: Illustrations from Diverse Disciplines

Peer reviewed

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MacMahon, Stephanie J.; Carroll, Annemaree; Osika, Alexandra; Howell, Angelique – Review of Education, 2022

The benefits of drawing upon evidence-based practices in teaching and learning--such as self-regulated learning (SRL)--are well documented. However, effectively translating and implementing this evidence into diverse higher education (HE) teaching and learning contexts is challenging and complex, and as yet not well understood. Translational…

Descriptors: Evidence Based Practice, Knowledge Management, Higher Education, Communities of Practice

College Faculty as Educational Researchers: Discipline-Focused Studies of Student Motivation and Self-Regulated Learning.

Peer reviewed

Karabenick, Stuart A.; Collins-Eaglin, Jan – New Directions for Teaching and Learning, 1995

A faculty development program that encourages faculty from different disciplines to engage in research on student cognition, motivation, and self-regulated learning in their own classrooms teaches theory as well as practice. The program has been well received by faculty and has also produced useful results for academic departments and the…

Descriptors: Action Research, Classroom Research, College Faculty, Faculty Development