期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2018
DOI：10.24908/pceea.v0i0.13023
出版社：The Canadian Engineering Education Association (CEEA)
摘要：There has been much interest in self-regulated learning in the past few decades. Various studies have reported significant effects on student outcomes when delivering training on self-regulated learning. In this study we investigate the effectiveness of a 50 minute workshop on self-regulated learning in changing the actions and perceptions of students. Surveys indicate slightly greater student self-confidence, pre-lecture review and comfort seeking help from instructors. Students report less use of goal setting behaviours and little changes in minimizing distractions while studying and the use of rephrasing to practice key course concepts. Suggestions for improvements to this intervention are to spread training between multiple sessions so as to better reinforce habits and attitudes related to self-regulated learning.
