Open AccessEnhancing self-regulated learning in higher education
Author(s) -
Barbara Šteh,
Marjeta Šarić
Publication year - 2020
Publication title -
revija za elementarno izobraževanje
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.154
H-Index - 2
eISSN - 2350-4803
pISSN - 1855-4431
DOI - 10.18690/rei.13.special.129-150.2020
Subject(s) - task (project management) , active learning (machine learning) , psychology , self regulated learning , mathematics education , professional learning community , key (lock) , experiential learning , open learning , learning sciences , work (physics) , cooperative learning , computer science , knowledge management , teaching method , artificial intelligence , engineering , mechanical engineering , computer security , systems engineering
Higher education's key task is empowering students for in-depth learning, critical thinking, and assuming responsibility for learning and their future professional work. To attain these goals, students must acquire the ability to regulate their learning. This article presents the concept of self-regulated learning and the learning models and factors that contribute to the adequate application of self-regulating strategies. The latter depends on both students’ individual characteristics and contextual factors. Self-regulated learning processes can be learned and lead students to more meaningful learning, greater satisfaction in studying, and better learning outcomes.