Promoting self-regulated learning through experiential learning in the early years of school: a qualitative case study

ABSTRACT

A key question concerning educational researchers is how to promote students’ self-regulated learning (SRL) in regular classrooms. We address this question by examining the beliefs and practices of a primary school teacher who supported students’ SRL by employing an experiential learning approach. We gathered data throughout an 11 weeks long academic term in the teachers’ classroom through participant observations and semi-structured interviews. Informal conversations were conducted and physical artefacts were collected throughout the participant observations. We describe the teacher’s overall approach by highlighting a network of connections between SRL and experiential learning. This includes: connecting learning with real-life experiences, active learning, motivation, critical and reflective thinking, and inventing and resolving problems. We conclude that SRL and experiential learning are mutually reinforcing. However, more studies are needed to establish the underlying links. We contend that the teacher’s role in promoting SRL should be examined in diverse contexts to tackle its complexity.

KEYWORDS:

• Experiential Learning
• self-regulated learning
• teacher education
• primary school

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Effat Alvi

Effat Alvi, PhD is an Assistant Professor of Education at the University of the Punjab, Pakistan. Her research interests include self-regulated learning, classroom instructional practices, teacher education and mathematical problem-solving.

Robyn M. Gillies, PhD is a Professor of Education at the University of Queensland, Australia. She has worked extensively in schools to help teachers embed student-centered teaching practices into their curricula.