Promoting Self-Regulated Learning in Higher Education: Perspectives from Planning, Teaching and Evaluation
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Abstract
The purpose of this study was to evaluate the impact of a training program for university teachers in strategies to promote self-regulation of learning. Even though the literature points out various strategies to promote it, there is no clarity about the specific activities that teachers carry out in the classroom. Through a qualitative approach, based on grounded theory, a study was implemented through semi-structured interviews with 35 teachers (71.4% women), with an average age of 41.8 years, from a private university in southern Chile. The results highlight planning and evaluation practices that promote self-regulation of learning, observed difficulties and the perception of their impact. It is concluded that teaching support in higher education is key to promoting self-regulation of learning and what are the main barriers to implementing these practices, providing relevant information for the development of these competencies.
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