Self-Directed and Self-Regulated Learning: Conceptual Links
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| Title: | Self-Directed and Self-Regulated Learning: Conceptual Links |
|---|---|
| Language: | English |
| Authors: | Pilling-Cormick, Jane, Garrison, D. Randy |
| Source: | Canadian Journal of University Continuing Education. Fall 2007 33(2):13-33. |
| Availability: | CAUCE Secretariat at Centre for Continuing and Distance Education, 475 Williams Building, 221 Cumberland Avenue North, Saskatoon, Saskatchewan S7N 1M3 Canada. Tel: 306-966-5582; Fax: 306-966-5590; e-mail: cauce.secretariat@usask.ca; Website: http://www.extension.usask.ca/cjuce http://www.extension.usask.ca/cjuce/eng/contentXissue.html |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 21 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Independent Study, Models, Metacognition, Self Management, Reflection |
| ISSN: | 0318-9090 |
| Abstract: | This paper explores links between the concepts and models of self-directed and self-regulated learning. The focus is on the covert (person) and overt (behaviour and environment) aspects that link the fields of self-directed and self-regulated learning. Ways in which each of these areas of study address the private and shared worlds of the learner emerge. The exploration of these connections suggests a comprehensive and coherent perspective and should provide a basis for future research. The practical implications of a coherent perspective are also explored. (Contains 2 figures and 3 tables.) |
| Abstractor: | As Provided |
| Number of References: | 29 |
| Entry Date: | 2009 |
| Access URL: | https://www.extension.usask.ca/cjuce/eng/Ab332.html |
| Accession Number: | EJ839019 |
| Database: | ERIC |
| Abstract: | This paper explores links between the concepts and models of self-directed and self-regulated learning. The focus is on the covert (person) and overt (behaviour and environment) aspects that link the fields of self-directed and self-regulated learning. Ways in which each of these areas of study address the private and shared worlds of the learner emerge. The exploration of these connections suggests a comprehensive and coherent perspective and should provide a basis for future research. The practical implications of a coherent perspective are also explored. (Contains 2 figures and 3 tables.) |
|---|---|
| ISSN: | 0318-9090 |
