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ERIC Number: EJ1111151
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: As Provided
ISSN: EISSN-1812-9129
The Strategy Project: Promoting Self-Regulated Learning through an Authentic Assignment
Steiner, Hillary H.
International Journal of Teaching and Learning in Higher Education, v28 n2 p271-282 2016
Success in college requires the development of self-regulated learning strategies that move beyond high school skills. First-year students of all ability levels benefit when given instruction in how to use these strategies in an authentic context. This paper presents an instructional method that requires deliberate practice of self-regulated learning strategies including active reading, management of study time and achievement goals, proactive interaction with faculty, and metacognitive reflection within the context of a student-selected course. Four instructors implemented the assignment in their first-year seminar courses, and student reflection papers were analyzed for emerging themes. These themes suggest the positive impact of applying pedagogy that requires intentional within-course application of self-regulated learning strategies, suggesting the strategy project may be a viable way to teach and encourage college-level strategic behavior.
International Society for Exploring Teaching and Learning. Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A