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Poster presented at the 2016 Lilly Conference on evidence-based teaching and learning in Traverse City, Michigan.

ABSTRACT
A major goal of higher education is to help students choose purposeful pathways through college as they acquire skills that support them in becoming self-regulated and lifelong learners. This poster describes the successful implementation of two practices that foster self-regulated learning, a before- and after-course case study used to assess course knowledge and goal setting, in a fully online teacher education course. In addition to describing the practices, the poster includes a thematic analysis of the data from open-ended student responses to the assignment. Participants are invited to discuss the implications of this work and its potential applications in their classrooms.

OBJECTIVES
After interacting with others at this poster, you will be able to: (a) describe two practices for developing self-regulated learners, (b) identify lessons learned from the implementation of these practices in a fully online teacher education course, and (c) apply these practices to one of your own courses.

Creator

• Faller, S. Elisabeth (Beth)

License

• All rights reserved

Subject

• SoTL
• Education Research

Submitter

S. Elisabeth (Beth) Faller

College

• Other

Department

• CET & L

Publisher

• University of Cincinnati

Digital Object Identifier (DOI)

Identifier: doi:10.7945/C2VK5W
Link: https://doi.org/10.7945/C2VK5W

This DOI link is the best way for others to cite your work.

Items

Thumbnail	Title	Date Uploaded	Visibility	Actions
	Faller_LillyTCPoster_Final.pdf	2017-04-19	Open Access	Press to Select an action Download