Context as a Factor of Self-Regulated Learning in Higher Education

This study analyzes the influence that the environment has on developing self-regulated learning in university students as well as the teacher’s accountability for learning to teach. It describes the results of an ongoing study, which have been obtained by observing class documents and ongoing classes in the school of Medicine of a private Argentinean university. The analysis was based on the model offered by Grounded Theory Approach; its purpose was to elaborate a theoretical frame than can enhance understanding of how the connection between teacher and student happens, what teaching strategies are used in the classroom to forward the development of AAR and what characteristics the self regulated process undertaken in class have. The study concludes that both student and teacher must acknowledge their positions and understand the characteristics of the context on which they are in order to generate better learning.