Does changing from a teacher-centered to a learner-centered context promote self-regulated learning: a qualitative study in a Japanese undergraduate setting

por Matsuyama, Yasushi, Nakaya, Motoyuki, Okazaki, Hitoaki, Lebowitz, Adam Jon, Leppink, Jimmie, van der Vleuten, Cees
Publicado 2019

Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan

por Matsuyama, Yasushi, Nakaya, Motoyuki, Leppink, Jimmie, van der Vleuten, Cees, Asada, Yoshikazu, Lebowitz, Adam Jon, Sasahara, Teppei, Yamamoto, Yu, Matsumura, Masami, Gomi, Akira, Ishikawa, Shizukiyo, Okazaki, Hitoaki
Publicado 2021