This chapter assumes the importance of developing Self-Regulated Learning (SRL) competences in students in order to cope with the challenges of today's and tomorrow's society. To achieve this, it is claimed that it is crucial to train teachers who are aware of what SRL is and are able to support their students in developing these abilities. This chapter proposes examples drawn from a course in Educational Technology where SRL competence has been promoted through reflection on cognitive, meta-cognitive, emotional and motivational aspects of learning, as well as through modelling teaching practices that tend to shift the locus of control from trainers to trainees.
Self-Regulated Learning
Persico;
2011
Abstract
This chapter assumes the importance of developing Self-Regulated Learning (SRL) competences in students in order to cope with the challenges of today's and tomorrow's society. To achieve this, it is claimed that it is crucial to train teachers who are aware of what SRL is and are able to support their students in developing these abilities. This chapter proposes examples drawn from a course in Educational Technology where SRL competence has been promoted through reflection on cognitive, meta-cognitive, emotional and motivational aspects of learning, as well as through modelling teaching practices that tend to shift the locus of control from trainers to trainees.| File | Dimensione | Formato | |
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