Creating Environments to Set the Tone for Future Learning of Self-Regulation in Online Classes
| dc.contributor.affiliation | Dana Greiner - University of Phoenix | |
| dc.contributor.affiliation | Stephanie McDowell - University of Phoenix | |
| dc.contributor.affiliation | Vanessa Paskaitis - University of Phoenix | |
| dc.contributor.author | Greiner, Dana | |
| dc.contributor.author | McDowell, Stephanie | |
| dc.contributor.author | Paskaitis, Vanessa | |
| dc.date.accessioned | 2020-07-30T22:19:09Z | |
| dc.date.available | 2020-07-30T22:19:09Z | |
| dc.date.issued | 2017 | |
| dc.identifier.uri | http://hdl.handle.net/10125/69158 | |
| dc.title | Creating Environments to Set the Tone for Future Learning of Self-Regulation in Online Classes | |
| dc.type | Conference Paper | |
| dcterms.abstract | Research has demonstrated that self-regulation is necessary to learn effectively. Self-regulation refers to one’s ability to monitor one’s own behaviors, assess those behaviors based on their own standards, and provide punishments and reinforcements for those behaviors accordingly (Slavin, 2006). Research has also addressed specific strategies and tools to provide for students to help in this process; however, we believe before those skills can even be taught, an environment must be created that will foster the learning of those skills down the line. Thus, this paper will focus solely on creating an environment to foster the eventual learning of selfregulation skills. A classroom environment in which students feel comfortable, clearly understand expectations, and receive timely responses and quality feedback allows students to gain confidence and trust the instructor. This type of environment sets the tone for the instructor then to share, model and shape specific strategies in students leading to improved self-regulation. | |
| dcterms.extent | 6 pages | |
| dcterms.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | |
| dcterms.type | Text |
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