Identifying and Promoting Self-regulated Learning in Higher Education: Roles and Responsibilities of Student Tutors

From Section:
Instruction in Teacher Training
May. 15, 2008

Source: Mentoring and Tutoring: Partnership in Learning, Volume 16, Issue 2 May 2008 , pages 147 - 161

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

Updated: Jan. 17, 2017
Learning | Mentor skills | Mentoring | Self-regulatory activities