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ERIC Number: ED396935
Record Type: RIE
Publication Date: 1996-Apr
Pages: 41
Abstractor: N/A
Reference Count: N/A
Promoting Self-Regulation: Examining the Relationships between Problem-Based Learning in Medicine and the Strategic Content Learning Approach.
Hadwin, Allyson Fiona
An important mandate of higher education is to provide students with the skills and strategies required to become self-regulating lifelong learners. This paper analyzes and interprets data gathered from two instructional settings both of which have been structured to promote self-regulated or self-directed learning. It includes an interpretation of a series of discussions with medical students regarding their impressions about what makes the problem-based learning (PBL) environment successful and juxtaposes this with experiences related to promoting self-regulated learning through the strategic content learning (SCL) approach. The practice of PBL and SCL are examined in order to provide insight into how a collaborative learning environment can be orchestrated so as to simultaneously promote self-regulation, lifelong learning, and mastery of the core curriculum. The findings are interpreted using a theoretical framework based on notions of learning in a community and implications for the way in which participants learn to orchestrate and contribute to a community of learners oriented toward self-regulated learning and practice are discussed. Findings indicate that building a community of learners who are involved in strategic self-regulation requires careful orchestration on the part of the instructor. Contains 27 references. (JRH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Strategic Thinking
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).