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ERIC Number: EJ811805
Record Type: Journal
Publication Date: 2008-May
Pages: 15
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-1361-1267
Identifying and Promoting Self-Regulated Learning in Higher Education: Roles and Responsibilities of Student Tutors
Gynnild, Vidar; Holstad, Anders; Myrhaug, Dag
Mentoring & Tutoring: Partnership in Learning, v16 n2 p147-161 May 2008
This article reports on a case study of learning and academic achievement in engineering education. Two sets of oral exams were used as a source of information in relation to students' learning and needs in the learning situation. Through ensuing interviews, patterns of learning strategies were discerned. Academically successful students utilised self-monitoring skills, such as self-evaluation and comprehension monitoring, while these skills were used only to a minor extent by those less successful. Promoting self-regulated learning could be one way to improve student learning. The research literature, however, suggests that merely teaching self-monitoring skills does not necessarily make a difference. This study therefore focuses on roles of tutors in identifying and promoting self-regulated learning. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway