Transforming Students Into Self-Regulated Learners

Supporting Students to Support Themselves

Linda B. Nilson, Ph.D. is founding director emerita of the Office of Teaching Effectiveness and Innovation (OTEI) at Clemson University and author of Teaching at Its Best: A Research-Based Resource for College Instructors (Jossey-Bass, 2016).

Most students have serious misconceptions about learning, especially about the amount of effort and focus it requires and your role as a learning facilitator. Teaching students how to become self-regulated learners dispels these misconceptions and helps them understand what learning actually involves. Self-regulated learning engages students in strategically planning, monitoring, and evaluating their learning—a key success habit that few students know about. You will first learn about some of the research that shows how much self-regulated learning can improve students’ exam performance and overall achievement. Then you will learn specific strategies for accomplishing this and teaching students the learning process. After the webinar, you will be able to 1) explain what self-regulated learning is and how it enhances student learning; 2) induce students to practice self-regulated learning, and 3) integrate self-regulated learning activities into your tutoring.

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Transforming Students Into Self-Regulated Learners

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