Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/23444
Title: 
Authors: 
Subjects: 
Self-regulated learning
Secondary social studies students
Computer-based learning environment
Scaffolding
Issue Date: 
2021
Citation: 
Lim, S. H., & Baildon, M. (2021). Understanding self-regulated learning in Singapore's social studies classrooms. Learning: Research and Practice. Advance online publication. https://doi.org/10.1080/23735082.2021.1954235
Journal: 
Learning: Research and Practice
Abstract: 
Self-regulated learning, reflective thinking, and meta-cognition have been given greater emphasis in Singapore's education system as central to the development of 21st century competencies and lifelong learning capacities. This study explores students' perceptions of their Self-Regulated Learning (SRL) strategies in Secondary Social Studies after engaging in a Computer-Based Learning Environment (CBLE) lesson with online information sources. Semi-structured group interviews were used to tease out the SRL strategies utilised by students from two different schools. SRL strategies were embedded in the CBLE as instructional prompts created for the purpose of assisting students during task completion. Students were then asked to reflect and comment on their work to identify SRL strategies they utilised in their learning. Findings demonstrate a range of SRL behaviours conveyed by students in the areas of planning for learning tasks, monitoring their learning, and reflection on their learning. The study highlights the importance of SRL strategies in Social Studies education to improve student learning.
URI: 
ISSN: 
0938-8982 (print)
1540-5826 (online)
DOI: 
File Permission: 
Embargo_20230901
File Availability: 
With file
Appears in Collections:Journal Articles

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LRP-2021-954235.pdf
  Until 2023-09-01
1.03 MBAdobe PDFUnder embargo until Sep 01, 2023
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