A reflection on students’ Self-Regulated Learning and the role of the academic skills advisor during Covid-19

QR Code

A reflection on students’ Self-Regulated Learning and the role of the academic skills advisor during Covid-19

Enregistré dans:

Détails bibliographiques
Auteur principal:	Alexandra Read
Format:	article
Langue:	EN
Publié:	Association for Learning Development in Higher Education (ALDinHE) 2021
Sujets:	academic skills Self-Regulated Learning virtual classroom Covid-19 Theory and practice of education LB5-3640
Accès en ligne:	https://doaj.org/article/54e90b28af4d4f73a6b2e4f2f0138fd3
Tags:	Ajouter un tag Pas de tags, Soyez le premier à ajouter un tag!

Documents similaires

Pivoting academic skills support online: a critical reflection on practice
par: Julie Nolan, et autres
Publié: (2021)

Reducing academic isolation in favour of learning relationships through a virtual classroom
par: Mike Goldrick, et autres
Publié: (2012)

Facing the future: the changing shape of academic skills support at Bournemouth University
par: Neil Ford, et autres
Publié: (2013)

Developing Self-regulated Learning Skills in University Students Studying in the Open and Distance Learning Environment by Using KWL Method
par: D. V. M. De Silva
Publié: (2020)

Students' Self-Confidence in Speaking Skill
par: Markus Deli Girik Allo, et autres
Publié: (2019)

Student perceptions of the effectiveness of self-editing on their writing: towards a self-regulated approach
par: Gelareh Holbrook, et autres
Publié: (2017)

Don't reinvent the wheel: resources to support the teaching of academic skills across the curriculum
par: Helen Howard, et autres
Publié: (2013)

COMPANY ADVISOR'S VIEW: ATTITUDES AND ABILITIES OF STUDENTS DURING AN INTERNSHIP
par: Irma Manda Negara, et autres
Publié: (2021)

Enhancing Critical Thinking Skills and Dispositions Through Community Dialogue in an Academic Writing Programme
par: Sylvia Sim
Publié: (2021)

Making a case for behaviour based learning strategies in supporting students' academic performance
par: Maeve Ann Gallagher, et autres
Publié: (2013)

Creating an academic literacy framework to enhance collaboration between learning developers and subject academics
par: Rosella D'Alesio, et autres
Publié: (2019)

Learning beyond the classroom: biomedical science students' narratives of volunteering and developing employability skills.
par: Sheila Cunningham, et autres
Publié: (2013)

Neither ‘bolt-on’ nor ‘built-in’: benefits and challenges of developing an integrated skills curriculum through a partnership model
par: James Cairns, et autres
Publié: (2018)

Enhancing PASS leaders' employability skills through reflection
par: Amanda Zacharopoulou, et autres
Publié: (2015)

Are we all on the same page? Teacher, graduate and student perceptions of the importance of skills thought to enhance employability.
par: Julie Furnell, et autres
Publié: (2015)

When the flipped classroom disappoints: engaging students with asynchronous learning
par: Alicja Syska
Publié: (2021)

From Deficiency to Development: the evolution of academic skills provision at one UK university
par: Pat Hill, et autres
Publié: (2010)

Assessments and the self: Academic practice and character attributes
par: Stuart Hanscomb
Publié: (2015)

Book Review: Essential Skills for Highly Successful Youths
par: Paul G West
Publié: (2020)

TMI - Too Much Information: Creating Employability Skills Resources - enabling students to develop an effective interface with a client
par: Anne Hill, et autres
Publié: (2012)

Playful reflective thinking in a HyFlex classroom: using nostalgic games to engage students
par: Nayiri Keshishi
Publié: (2021)

INSTRUCTIONAL PRACTICES OF SECONDARY TEACHERS AND STUDENTS DURING COVID-19 PANDEMIC
par: Prasart Nuangchalerm
Publié: (2021)

Embedding learning development; a model for collaborative practice
par: Laura Minogue, et autres
Publié: (2018)

Book Review: Skills Development for Inclusive and Sustainable Growth in Developing Asia-Pacific
par: Nancy George
Publié: (2016)

Brokering academic literacies in a community of practice
par: Lynne Gornall
Publié: (2019)

'It can't be found in books': how a flipped-classroom approach using online videos can engage postgraduate students in dissertation writing
par: Jessica Clare Hancock
Publié: (2019)

Integrating academic reading and writing skills development with core content in science and engineering
par: Kathryn Amos, et autres
Publié: (2012)

Home alone? Creating accessible, meaningful online learning spaces to teach academic writing to doctoral students
par: Vera Leberecht
Publié: (2021)

Challenging Assumptions about IT skills in Higher Education
par: Lyn G Farrell
Publié: (2013)

Teaching and assessment practices for academic writing: an analysis of teacher profiles
par: Dyanne Escorcia, et autres
Publié: (2019)

Transition online: challenges and achievements
par: Jonathan Andrews
Publié: (2021)

Student and faculty perceptions of, and experiences with, academic dishonesty at a medium-sized Canadian university
par: Oluwagbohunmi Awosoga, et autres
Publié: (2021)

TikTok as a Media to Enhancing the Speaking Skills of EFL Student's
par: Zaitun Zaitun, et autres
Publié: (2021)

The trouble with academic reading: exposing hidden threshold concepts through academic reading retreats
par: Angela Rhead
Publié: (2019)

The appearance of voice: EAP and academic literacies approaches to teaching reflective writing
par: Simon A. Williams
Publié: (2019)

An alternative to clapping for the NHS: online support for NHS placement students
par: Anna Judd-Yelland
Publié: (2021)

Implementation of Problem Based Learning to Increase Scientific Explanation Skill in Biology Learning about the Environment
par: Monika Lintang Laksmi, et autres
Publié: (2021)

Student’s Perception of TED TALK Video to Improve Listening Skill
par: Lidiyatul Izzah, et autres
Publié: (2020)

Learners’ perceptions of the effectiveness of using self-reflection to understand English literary texts: towards an autonomous learning approach in Libya
par: Hana El-Badri, et autres
Publié: (2021)

What we talk about when we talk about writing: exploring how English for Academic Purposes teachers and learning developers conceptualise academic writing
par: Sharon McCulloch, et autres
Publié: (2019)