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Self-regulation in improving university education.
Abstract
Methods of improving university education were investigated. Participants were 15 graduate students in a university in Japan. Each participant alternatively took the role of an instructor and a learner. Self-modeling by watching video-recorded instructional activities, and self-monitoring using the Self-Efficacy and Evaluation Scales were conducted as methods of self-regulation. A survey on classroom instructions revealed that self-modeling and self-monitoring were effective methods of improving instructions. These findings support the contention that self-regulation can play a significant role in improving university education.
Introduction
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