Supporting self-regulation skills for lifelong learning
Recent research on the basis of repeated periods of online learning at UM has shown that the students experienced difficulties to self-regulate their education, e.g. attentional regulation, effort regulation, time management, motivation and time investment. Self-regulated learning is furthermore one of the pillars of UM’s PBL conceptualization – constructive, contextual collaborative and self-directed learning. Following the successful realization and implementation of Study Smart, this project aims to deepen our understanding of ‘self-regulation’ in learning and build towards a curriculum that supports the development of self-regulated learning at UM.
Main project goals
- Translate scientific evidence on development and training of self-regulation skills and integrate it with the complexity of real-life higher education practice at UM (e.g. curricula or courses).
- Materialize a context-embedded self-regulation curriculum and course development framework that incorporates professional development of teachers, enabling them to adopt this shift in their approach to students.
- Position UM as an (inter)national center of excellence on self-regulated learning
- Connect scientific expertise with direct practical value about the development and support of self-regulation skills in higher education, specified towards but not limited to UM.
- A curriculum and course framework that, combined with expertise of the project members, can be applied to education programs shifting to or incorporating self-regulation skills into their curricula.
- Professional development guidelines to aid teachers’ and program directors’ needs to support their students optimally in development of self-regulation skills.
Project period: December 2021 – September 2023