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Developing teaching environments for self regulated learners: A longitudinal assessment with international students

Cecil A. L. Pearson
S. R. Chatterjee
School of Commerce, Murdoch University


During the last decade self regulated learning has attracted the interest of educational researchers. This focus has been exacerbated by the recent globalisation and commercialisation of universities as well as a continuing desire to improve the quality of teaching and student learning. The paper documents the outcomes in terms of student responses, participation and performance grades when the curriculum was progressively redesigned and pedagogical refinements were undertaken with the objective of enhancing student self regulated learning. The study was undertaken across two management courses in a commerce program in an Australian university from 1991 to 1999, inclusive. The findings are discussed in terms of the parallels and contrasts of the assessed groups of cohorts and their responses to changing the teaching environments from teacher directed to contexts that encouraged self regulated learning.

Contact person: Cecil A. L. Pearson. Email: pearson@commerce.murdoch.edu.au

Please cite as: Pearson, C. A. L. and Chatterjee, S. R. (2000). Developing teaching environments for self regulated learners: A longitudinal assessment with international students. In Flexible Learning for a Flexible Society, Proceedings of ASET-HERDSA 2000 Conference. Toowoomba, Qld, 2-5 July. ASET and HERDSA. http://cleo.murdoch.edu.au/gen/aset/confs/aset-herdsa2000/abstracts/pearson-abs.html


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Created 13 June 2000. Last revised: 13 June 2000. HTML: Roger Atkinson [atkinson@cleo.murdoch.edu.au]
This URL: http://cleo.murdoch.edu.au/gen/aset/confs/aset-herdsa2000/abstracts/pearson-abs.html