A reflection on students’ Self-Regulated Learning and the role of the academic skills advisor during Covid-19

Authors

  • Alexandra Read University of Suffolk

DOI:

https://doi.org/10.47408/jldhe.vi22.795

Keywords:

academic skills, Self-Regulated Learning, virtual classroom, Covid-19

References

Bryan, C. (2015) ‘Enhancing student learning’, in Lea, J. (ed.) Enhancing learning and teaching in higher education. engaging with the dimensions of practice. Maidenhead: Open University Press, pp.20-53.

Jansen, R. S., van Leeuwen, A., Janssen, J., Jak, S. and Kester, L. (2019) 'Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: a meta-analysis', Educational Research Review, 28, pp.1-20. https://doi.org/10.1016/j.edurev.2019.100292.

Jordan, A. (2008) Approaches to learning. Maidenhead: Open University Press.

Jovanović, J., Gǎsević, D., Dawson, S., Pardo, A. and Mirriahi, N. (2017) ‘Learning analytics to unveil learning strategies in a flipped classroom’, Internet and Higher Education, 33, pp.74-85. Available at: https://doi.org/10.1016/j.iheduc.2017.02.001.

Zimmerman, B. J. (2002) ‘Becoming a self-regulated learner: an overview’, Theory into Practice, 41(2), pp. 64-70. https://doi.org/10.1207/s15430421tip4102_2.

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Published

13-10-2021

How to Cite

Read, A. (2021) “A reflection on students’ Self-Regulated Learning and the role of the academic skills advisor during Covid-19”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.795.

Issue

No. 22 (2021): Special Edition, Compendium of Innovative Practice: Learning Development in a Time of Disruption

Section

Adapting core features of learning development: skills and writing support

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