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ERIC Number: EJ946141
Record Type: Journal
Publication Date: 2011
Pages: 9
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-1812-9129
Facilitating Self-Regulated Learning: An Exploratory Case of Teaching a University Course on Japanese Society
Ogawa, Akihiro
International Journal of Teaching and Learning in Higher Education, v23 n2 p166-174 2011
This paper explores practical strategies that can be used by university teachers to facilitate student-centered, self-regulated learning. My primary objective as a university teacher is to be directly involved in my students' efforts by connecting my teaching expertise with their self-regulated learning process. I have developed a strategic alignment model of teaching and learning, which is a practical instructional model that can be applied regardless of the academic discipline. Locating university teaching as a collaborative process of knowledge production between teachers and students, this paper presents an exploratory case wherein the teacher supports his students by providing them with a well-programmed teaching schedule. The students respond to their teacher's efforts by showing a high level of commitment. Ultimately, this paper claims that such collaboration contributes significantly to the creation of a dynamic research culture at a university. (Contains 1 table.)
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan