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dc.contributor.authorBell, Bradford S.
dc.description.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.
dc.rightsRequired 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.
dc.subjectself-directed learning
dc.subjectadaptive guidance
dc.subjectmetacognitive instruction
dc.subjectstructured reflection
dc.titleStrategies for Supporting Self-Regulation During Self-Directed Learning in the Workplace
dc.typebook chapter
dc.description.legacydownloadsBell110_Strategies_for_supporting_self_regulation.pdf: 561 downloads, before Oct. 1, 2020.
local.authorAffiliationBell, Bradford S.: Cornell University

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