Enhancing self-regulated learning in higher education

Barbara Šteh; Marjeta Šarić

doi:10.18690/rei.13.Special.129-150.2020

Barbara Šteh Univerza v Ljubljani, Filozofska fakulteta
Marjeta Šarić Univerza v Ljubljani, Filozofska fakulteta

DOI: https://doi.org/10.18690/rei.13.Special.129-150.2020

Ključne besede: visokošolsko izobraževanje, samouravnavanje učenja, spodbujanje samouravnavanja učenja, značilnosti študentov, učni kontekst

Povzetek

Ena od osrednjih nalog visokošolskega študija je, da študente opolnomoči za poglobljeno učenje, kritično razmišljanje in prevzemanje odgovornosti za študij ter nadaljnje avtonomno delovanje v stroki. Za doseganje tega cilja je ključno, da študenti usvojijo zmožnost samouravnavanja učenja. V prispevku bova predstavili koncept samouravnavanja učenja v povezavi z modeli učenja in dejavnike, ki prispevajo k ustrezni uporabi strategij samouravnavanja. Slednja je odvisna tako od individualnih značilnosti študentov kot od kontekstualnih dejavnikov. Procesov samouravnavanja učenja se je moč naučiti in ti lahko študente vodijo do bolj osmišljenega učenja, večjega zadovoljstva pri študiju in boljših učnih rezultatov.

Prenosi

Podatki o prenosih še niso na voljo.

Biografije avtorja

Barbara Šteh, Univerza v Ljubljani, Filozofska fakulteta

Izredna profesorica, Univerza v Ljubljani, Filozofska fakulteta, Aškerčeva 2, Ljubljana, barbara.steh@ff.uni-lj.si

Marjeta Šarić, Univerza v Ljubljani, Filozofska fakulteta

Asistentka., Univerza v Ljubljani, Filozofska fakulteta, Aškerčeva 2, Ljubljana, marjeta.saric@ff.uni-lj.si

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