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

BACKGROUND: Previous studies indicate that a teacher-centered context could hinder undergraduates from self-regulated learning (SRL), whereas a learner-centered context could promote SRL. However, SRL development between a teacher-centered and a learner-centered context has not directly compared in...

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Detalles Bibliográficos
Autores principales: Matsuyama, Yasushi, Nakaya, Motoyuki, Okazaki, Hitoaki, Lebowitz, Adam Jon, Leppink, Jimmie, van der Vleuten, Cees
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2019
Materias:
Research Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6525356/
https://www.ncbi.nlm.nih.gov/pubmed/31101111
http://dx.doi.org/10.1186/s12909-019-1550-x

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6525356/
https://www.ncbi.nlm.nih.gov/pubmed/31101111
http://dx.doi.org/10.1186/s12909-019-1550-x

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