JavaScript is disabled for your browser. Some features of this site may not work without it.
Strategies for Supporting Self-Regulation During Self-Directed Learning in the Workplace

PERMANENT LINK(S)
Metadata
Show full item recordAuthor
Bell, Bradford S.
Abstract
[Excerpt] The goal of the current chapter, therefore, is to examine strategies that can be used to support self-regulation during self-directed learning in the workplace. Over the past decade, researchers have developed and evaluated a number of interventions designed to support self-regulated learning, including adaptive guidance, self-regulation prompts, planning interventions, metacognitive instruction, and structured reflection. Because this work has been largely compartmentalized, I adopt an integrative perspective in this chapter that argues that these various interventions represent manifestations of three overarching strategies for supporting self-regulation during self-directed learning. By focusing attention on these broader strategies, the aim is to not only gain greater insight into what we know about supporting self-directed learning but also to uncover issues that warrant future research attention.
Date Issued
2017-01-01Subject
self-directed learning; self-regulation; adaptive guidance; metacognitive instruction; structured reflection
Related DOI:
https://doi.org/10.4324/9781315674131-7Rights
Required Publisher Statement: © Routledge. Reprinted with permission. All rights reserved. Final version published as: Bell, B. S. (2017). Strategies for supporting self-regulation during self-directed learning in the workplace. In J. E. Ellington & R. A. Noe (Eds.), Autonomous learning in the workplace (pp. 117-134). New York: Routledge.
Type
book chapter