The DOI matches its Crossref record; 62 of the 62 references it cites were found in a registry or an index.
Supporting Student Self-Regulated Learning in Problem- and Project-Based Learning
Open accessAbstract
In order to be successful in problem- or project-based learning (PBL), students must take responsibility for the learning process by setting goals, monitoring, reflecting, and sustaining their motivation from the beginning of the project until the end. However, for many students, these processes do not occur naturally or easily. Therefore, the learning environment and teaching practices in PBL must be designed with intention to support students’ self-regulated learning (SRL). This paper describes specific learning environment features and teaching practices that have been shown to foster student responsibility for learning in each phase of PBL, with the purpose of providing educators with guidance for developing SRL in PBL, and ultimately, student motivation and ability to learn. To accomplish this, a theoretical model of the relationship between PBL and SRL is presented, along with research-driven guidelines on how to promote student responsibility for learning in PBL.
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Cites
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“In PBL environments, students learn primarily by constructing knowledge and making meaning through iterative processes of questioning, active learning, sharing, and reflection (Blumenfeld et al., 1991).”
Overview of Problem-based Learning: Definitions and Distinctions
Savery, J. R. (2006) · Interdisciplinary Journal of Problem-based Learning · doi:10.7771/1541-5015.1002 · Cited by 2,686 · cited 3×
“In addition, Savery (2006) emphasized that students must have responsibility for their own learning, that student collaboration is essential, that information collected by individuals must inform the group's decision-making process about the problem, and that the closing analysis and discussion of…”
Influential
Cited by
Chen, C.-H., & Yang, Y.-C. (2019) · Educational Research Review · doi:10.1016/j.edurev.2018.11.001 · Cited by 762
Developing student 21st Century skills in selected exemplary inclusive STEM high schools
Stehle, S. M., & Peters-Burton, E. E. (2019) · International Journal of STEM Education · doi:10.1186/s40594-019-0192-1 · Cited by 432
the National Dong Hwa University, H., Chiang, C. L., Lee, H., & the National Dong Hwa University, H. (2016) · International Journal of Information and Education Technology · doi:10.7763/ijiet.2016.v6.779 · Cited by 382
Stone, A. (2023) · Journal of Academic Ethics · doi:10.1007/s10805-022-09461-5 · Cited by 79
Bains, M., Kaliski, D. Z., & Goei, K. A. (2022) · Advances in Physiology Education · doi:10.1152/advan.00039.2021 · Cited by 38
Metadata
- Authors
- English, M. C., & Kitsantas, A.
- Venue
- Interdisciplinary Journal of Problem-Based Learning
- Publisher
- Purdue University (bepress)
- Published
- 2013-09-05
- Volume
- 7
- Issue
- 2
- ISSN
- 1541-5015 (ISSN-L)
- OpenAlex
- W2066629752
- Cited by
- 472
- References
- 62
- FWCI
- 84.60
- Type
- journal article
- Language
- en
- Open access
- diamond
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- English, M. C., & Kitsantas, A. (2013). Supporting Student Self-Regulated Learning in Problem- and Project-Based Learning. Interdisciplinary Journal of Problem-Based Learning. https://doi.org/10.7771/1541-5015.1339
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
