Self-Regulated Learning

Development & implementation of a curriculum, course, & professional development framework

Recent research on the basis of repeated periods of online learning at UM has shown that the students experienced difficulties to self-regulate their education, e.g. attentional regulation, effort regulation, time management, motivation and time investment.

Self-regulated learning is furthermore one of the pillars of UM’s PBL conceptualisation – constructive, contextual collaborative and self-directed learning.

Following the successful realization and implementation of Study Smart, this project aims to deepen our understanding of ‘self-regulation’ in learning and build towards a curriculum that supports the development of self-regulated learning at UM.

Main project goals

• Translate scientific evidence on the development and training of self-regulation skills and integrate it with the complexity of real-life higher education practice at UM (e.g. curricula or courses).
• Materialise a context-embedded self-regulation curriculum and course development framework that incorporates the professional development of teachers, enabling them to adopt this shift in their approach to students.
• Position UM as an (inter)national centre of excellence in self-regulated learning.

Project deliverables

1. Connect scientific expertise with direct practical value about the development and support of self-regulation skills in higher education, specified towards but not limited to UM.
2. A curriculum and course framework that, combined with the expertise of the project members, can be applied to education programs shifting to or incorporating self-regulation skills into their curricula.
3. Professional development guidelines to aid teachers’ and program directors’ needs to support their students optimally in the development of self-regulation skills.