Abstract

DAURA, Florencia Teresita. Self-regulated learning and instructional strategies at university level. Educación [online]. 2017, vol.41, n.2, pp.56-74. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v41i2.21396.

The present study seeks to identify the personalized classroom instruction strategies teachers use to encourage student selfregulation, as well as to construct a theoretical framework to interpret the development of the teacher student relationship at university level. A qualitative design has been adopted, with non-participant classroom observation focusing on ten subject-based courses included in the clinical course taught in Argentine medical schools. A Grounded Theory (Strauss and Corbin, 1998) analysis of the data gathered has yielded four categories: two associated with self-regulated learning and two with personalized instruction strategies. A core category has been established, which we call personalising learning co-regulating spiral. The subcategories found were quantified in order to triangulate the information obtained by the qualitative analysis.

Keywords : Self-regulation; educational strategies; grounded theory; higher education.

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