1st Edition
Supporting Student Learning and Independence in Higher Education
Chapter 1: Self-Regulated Learning and its importance for the transition to Higher Education
Chapter 2: Models of self-regulated learning in Higher Education
Chapter 3: The participants and the methodology of the study
Chapter 4: Personal Learning Strategies – a diversity of learning approaches
Chapter 5: Embedding effective Personal Learning Strategies
Chapter 6: Mediating the impact of others – social influences on the development of self-regulated learning
Chapter 7: Competition, collaboration, or confusion? How the Hidden Curriculum impacts learning
Chapter 8: Personal Learning Networks – mediating learning through a social space
Chapter 9: Social Worlds and Social Arenas in the transition to and through Higher Education
Chapter 10: Understanding the ‘rules of the game’ – the journey towards becoming embedded in the discipline
Chapter 11: The role of assessment in the development of self-regulation
Chapter 12: The impact of identity on transition and the development of self-regulated learning
Chapter 13: It’s the journey that matters
Chapter 14: The elephants in the room: COVID-19 and Generative AI
Chapter 15: Conclusions: Student-Mediated Learning
Chapter 16: “What’s next?”
Biography
Stephen Rutherford is a Professor of Bioscience Education at Cardiff University, UK. He is an award-winning educator and holds a prestigious National Teaching Fellowship award in the UK.
This book is in essence a valuable evidence-based guide to supporting students on their challenging transition journey and as they develop as self-regulated learners; a never timelier need in preparation of lifelong and life-wide learning. You want to keep it on your desk!
All is captivatingly conveyed through drawing on the lived experiences of a diverse group of university students, to then highlight the implications and provide practical suggestions for HE educators. This core of the book is framed by introductory coverage of the underpinning theory, and by reflections on recent challenges, an outlook and conclusion.
Professor Beatrix Fahnert, Anglia Ruskin University, UK.
This book provides an insightful evidence-based guide that HE educators can use to effectively support their students through transition to university. The outputs of qualitative research exploring lived experiences of students from a range of disciplines inform suggestions for supporting students to develop effective study skills and personal learning networks, and to establish agentic academic identities. The ‘implications for practice’ sections at the end of each chapter are particularly helpful for supporting HE educators to embed students within their own academic discipline and support them to develop as self-regulated learners.
Professor Sheila Amici-Dargan, University of Bristol, UK.
