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Developing Swiss students' learning strategies.

Academic Exchange Quarterly

| December 22, 2006 | Hasanbegovic, Jasmina; Moser, Franziska Zellweger; Metzger, Christoph | COPYRIGHT 2006 Rapid Intellect Group, Inc. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan.  All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)Copyright

Abstract

Self-regulated learning (SRL) has emerged as an important new construct in the European higher education reform rhetoric. Meanwhile, self-regulated learning represents a key competence being both prerequisite and goal of the educational process. It requires curricular reforms at universities promoting the development of learning strategies of students and even faculty staff. This paper presents a case study of a Swiss university and its paradoxical experiences with a Bologna compliant curriculum emphasizing independent studies as a major element regarding the development of students' learning strategies.

The Implicit Premises of Bologna

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Source: HighBeam Research, Developing Swiss students' learning strategies.

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