| 000 | 02344nam a22002897a 4500 | ||
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| 003 | ZW-GwMSU | ||
| 005 | 20241111080020.0 | ||
| 008 | 241111b |||||||| |||| 00| 0 eng d | ||
| 022 | _a1469-7874 | ||
| 040 |
_aMSU _bEnglish _cMSU _erda |
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| 050 | 0 | 0 | _aLB2300 ACT |
| 100 | 1 |
_aStefanou, Candice _eauthor |
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| 245 |
_aSelf-regulation and autonomy in problem- and project-based learning environments _ccreated by Candice Stefanou, Jonathan D Stolk, Michael Prince, John C Chen and Susan M Lord |
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| 264 |
_aLondon: _bSage Publications, _c2013. |
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| 336 |
_2rdacontent _atext _btxt |
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| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 440 |
_aActive Learning in Higher Education _vVolume 14 , number 2 , |
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| 520 | 3 | _aInvestigations of the relationships between contexts in which learning occurs and students’ behaviours, cognitions and motivations may further our understanding of how instruction is related to students’ development as self-regulated learners. In this study, student self-regulated learning strategies in problem-based learning and project-based learning environments were examined to determine whether student self-regulation outcomes differed depending on the instructional design. Quantitative results showed that student motivations and behaviours were not statistically different in the two settings. Differences in cognitions associated with self-regulated learning were, however, observed in the two settings, with students in the project-based environments reporting higher levels of elaboration, critical thinking and metacognition. In addition, students in the project-based courses reported higher perceived autonomy support, or the degree to which they perceived their instructors provided them with supportive opportunities to act and think independently compared to students in the problem-based courses. These findings indicate that different non-traditional student-centred learning environments may support different outcomes related to self-regulated learning. | |
| 650 |
_aAutonomy _vProblem-based learning _xProject-based learning |
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| 700 | 1 |
_aStolk, Jonathan D _eco-author |
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| 700 | 1 |
_aPrince, Michael _eco-author |
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| 700 | 1 |
_aChen, John C _eco-author |
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| 700 | 1 |
_aLord, Susan M _eco-author |
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| 856 | _udoi.org/10.1177/1469787413481132 | ||
| 942 |
_2lcc _cJA |
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| 999 |
_c168177 _d168177 |
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