Adult Part-Time Students' Self-Regulated Learning

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F17%3A63517868" target="_blank" >RIV/70883521:28150/17:63517868 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.tojet.net/special/2017_10_1.pdf" target="_blank" >http://www.tojet.net/special/2017_10_1.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Adult Part-Time Students' Self-Regulated Learning

Popis výsledku v původním jazyce

This paper deals with the self-regulated learning of adult students in the part-time form of study. The focus stems partly from the methodological criticism of the traditional positivistic study of this phenomenon over the last decade, and partly from criticism of the research regarding adult education in the Czech Republic, which is also predominantly positivist in its orientation. This paper presents a qualitative study conducted in response to these criticisms. The research project included four focus groups comprised of a total of 34 informants enrolled in the part-time study programme. A grounded theory design was applied in order to analyse the data obtained. A paradigmatic model of tertiary education was designed within coding. Then the acquired categories were integrated into the grounded theory. The research identified motivation as the key variable affecting self-regulated learning management. Managing the context of learning also plays a pivotal role and is a prerequisite for the process of self-regulated learning.

Název v anglickém jazyce

Adult Part-Time Students' Self-Regulated Learning

Popis výsledku anglicky

This paper deals with the self-regulated learning of adult students in the part-time form of study. The focus stems partly from the methodological criticism of the traditional positivistic study of this phenomenon over the last decade, and partly from criticism of the research regarding adult education in the Czech Republic, which is also predominantly positivist in its orientation. This paper presents a qualitative study conducted in response to these criticisms. The research project included four focus groups comprised of a total of 34 informants enrolled in the part-time study programme. A grounded theory design was applied in order to analyse the data obtained. A paradigmatic model of tertiary education was designed within coding. Then the acquired categories were integrated into the grounded theory. The research identified motivation as the key variable affecting self-regulated learning management. Managing the context of learning also plays a pivotal role and is a prerequisite for the process of self-regulated learning.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Turkish Online Journal of Educational Technology

ISSN

2146-7242

e-ISSN

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Svazek periodika

2017

Číslo periodika v rámci svazku

October

Stát vydavatele periodika

TR - Turecká republika

Počet stran výsledku

16

Strana od-do

199-214

Kód UT WoS článku

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EID výsledku v databázi Scopus

2-s2.0-85044707985