References
- Angela, T. 2014. “Challenges to Meaningful Learning in Social Studies–the Key Competences as an Opportunity to Students’ Active Participation.” Procedia-Social and Behavioral Sciences 128: 192–197. doi:https://doi.org/10.1016/j.sbspro.2014.03.142.
- Bouchard, P. 2009. “Some Factors to Consider When Designing Semi-autonomous Learning Environments.” European Journal of E-learning 7 (2): 93–100.
- Bouchard, P. 2012. “Self-directed Learning and Learner Autonomy.” In The Encyclopedia of the Sciences of Learning, edited by S. Norbert, 2997–3000. New York: Springer Science and Business Media, LLC.
- Boud, D. 2000. “Sustainable Assessment: Rethinking Assessment for the Learning Society.” Studies in Continuing Education 22 (2): 151–167. doi:https://doi.org/10.1080/713695728.
- Boud, D. 2014. “Shifting Views of Assessment: From Teacher’s Business to Sustaining Learning.” In Advances and Innovations in University Assessment and Feedback, edited by C. Kreber, C. Anderson, N. Entwistle, N. and J. McArthur, 13–31, Edinburgh: Edinburgh University Press.
- Boud, D., and N. Falchikov. 2007. Rethinking Assessment in Higher Education. Oxford, UK: Routledge.
- Boud, D., and R. Soler. 2016. “Sustainable Assessment Revisited.” Assessment & Evaluation in Higher Education 41 (3): 400–413. doi:https://doi.org/10.1080/02602938.2015.1018133.
- Branch, W. T., Jr, and A. Paranjape. 2002. “Feedback and Reflection: Teaching Methods for Clinical Settings.” Academic Medicine 77 (12Part 1): 1185–1188. doi:https://doi.org/10.1097/00001888-200212000-00005.
- Brockett, R. G., and R. Hiemstra. 1991. Self-Direction in Adult Learning: Perspectives on Theory, Research, and Practice. London: Routledge.
- Candy, P. C. 1991. Self-direction for Lifelong Learning: A Comprehensive Guide to Theory and Practice. San Francisco, CA: Jossey-Bass.
- Carless, D., D. Salter, M. Yang, and J. Lam. 2011. “Developing Sustainable Feedback Practices.” Studies in Higher Education 36 (4): 395–407. doi:https://doi.org/10.1080/03075071003642449.
- Cohen, N., and T. Arieli. 2011. “Field Research in Conflict Environments: Methodological Challenges and Snowball Sampling.” Journal of Peace Research 48 (4): 423–435. doi:https://doi.org/10.1177/0022343311405698.
- Dam, L. 1995. Learner Autonomy 3: From Theory to Classroom Practice. Dublin, Ireland: Authentik.
- Davis, S. E., and J. M. Dargusch. 2015. “Feedback, Iterative Processing and Academic Trust-teacher Education Students’ Perceptions of Assessment Feedback.” Australian Journal of Teacher Education 40 (1): 10. doi:https://doi.org/10.14221/ajte.2015v40n1.10.
- Doody, O., and M. Noonan. 2013. “Preparing and Conducting Interviews to Collect Data.” Nurse Researcher 20 (5): 28–32. doi:https://doi.org/10.7748/nr2013.05.20.5.28.e327.
- Elshawa, N. R., A. N. Abdullah, and S. M. Rashid. 2017. “Malaysian Instructors’ Assessment Beliefs in Tertiary ESL Classrooms.” International Journal of Education and Literacy Studies 5 (2): 29–46. doi:https://doi.org/10.7575/aiac.ijels.v.5n.2p.29.
- Ende, J. 1983. “Feedback in Clinical Medical Education.” Jama 250 (6): 777–781. doi:https://doi.org/10.1001/jama.1983.03340060055026.
- Evans, C. 2013. “Making Sense of Assessment Feedback in Higher Education.” Review of Educational Research 83 (1): 70–120. doi:https://doi.org/10.3102/0034654312474350.
- Fereday, J., and E. Muir-Cochrane. 2006. “Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development.” International Journal of Qualitative Methods 5 (1): 1–11. doi:https://doi.org/10.1177/160940690600500107.
- Garrison, D. R. 1997. “Self-directed Learning: Toward a Comprehensive Model.” Adult Education Quarterly 48 (1): 18–33. doi:https://doi.org/10.1177/074171369704800103.
- Gibbons, M. 2002. The Self-directed Learning Handbook: Challenging Adolescent Students to Excel. San Francisco, CA: Jossey-Bass.
- Griffiths, C., ed. 2008. Lessons from Good Language Learners. Cambridge, UK: Cambridge University Press.
- Halinen, K., M. Ruohoniemi, N. Katajavuori, and V. Virtanen. 2013. “Life Science Teachers’ Discourse on Assessment: A Valuable Insight into the Variable Conceptions of Assessment in Higher Education.” Journal of Biological Education 48 (1): 16–22. doi:https://doi.org/10.1080/00219266.2013.799082.
- Hattie, J., and H. Timperley. 2007. “The Power of Feedback.” Review of Educational Research 77 (1): 81–112. doi:https://doi.org/10.3102/003465430298487.
- Hermida, J. 2014. Facilitating Deep Learning: Pathways to Success for University and College Teachers. Toronto, CA: Apple Academic Press.
- Horwitz, E. K., M. B. Horwitz, and J. Cope. 1986. “Foreign Language Classroom Anxiety.” The Modern Language Journal 70 (2): 125–132. doi:https://doi.org/10.1111/j.1540-4781.1986.tb05256.x.
- Houle, C. O. 1961. “The Doctorate in Adult Education.” Adult Education 11 (3): 131–134. doi:https://doi.org/10.1177/074171366101100302.
- Hounsell, D. 2007. “Towards More Sustainable Feedback to Students.” In Rethinking Assessment in Higher Education, edited by D. Boud and N. Falchikov, 111–123. London, UK: Routledge.
- Ion, G., A. Sánchez Martí, and I. Agud Morell. 2019. “Giving or Receiving Feedback: Which Is More Beneficial to Students’ Learning?” Assessment & Evaluation in Higher Education 44 (1): 124–138. doi:https://doi.org/10.1080/02602938.2018.1484881.
- Karlsson, L., F. Kjisik, and J. Nordlund. 2007. “Language Counselling: A Critical and Integral Component in Promoting an Autonomous Community of Learning.” System 35 (1): 46–65. doi:https://doi.org/10.1016/j.system.2006.10.006.
- Knowles, M. 1973. “The Adult Learner: A Neglected Species.” EMLF6 1: 207. http://files.eric.ed.gov/fulltext/ED084368.pdf
- Knowles, M. 1975. Self-Directed Learning: A Guide for Learners and Teachers. Chicago, IL: Follett Publishing Company.
- Knowles, M. 1989. The Making of an Adult Educator. San Francisco: Jossey-Bass.
- Knowles, M. S. 1970. The Modern Practice of Adult Education: Androgogy versus Pedagogy. New York: New York Association Press.
- Knowles, M. S. 1980. The Modern Practice of Adult Education: From Pedagogy to Andragogy. 2nd ed. New York: Cambridge Books.
- Lindblom-Ylänne, S., A. Parpala, and L. Postareff. 2019. “What Constitutes the Surface Approach to Learning in the Light of New Empirical Evidence?” Studies in Higher Education 44 (12): 2183–2195. doi:https://doi.org/10.1080/03075079.2018.1482267.
- Little, D. 1991. Learner Autonomy 1: Definitions, Issues and Problems. Dublin, Ireland: Authentik.
- Little, D. 1994. “Interactive Videocassette for Self-access: A Preliminary Report on the Implementation of Autotutor II.” Computers & Education 23 (1–2): 165–170. doi:https://doi.org/10.1016/0360-1315(94)90045-0.
- Long, H. B. 1991. “College Students’ Self-directed Learning Readiness and Educational Achievement.” In Self-directed Learning: Consensus and Conflict, edited by H. B. Long and Associates, 107–122. Oklahoma: Oklahoma Research Center for Continuing Professional and Higher Education of The University of Oklahoma.
- Merriam, S., R. Caffarella, and L. Baumgartner. 2007. Learning in Adulthood: A Comprehensive Guide. 3rd ed. San Francisco: Jossey-Bass.
- Merriam, S. B., and L. L. Bierema. 2014. Adult Learning: Linking Theory and Practice. San Francisco, CA: Jossey-Bass.
- Molin, F., S. Cabus, C. Haelermans, and W. Groot. 2019. “Toward Reducing Anxiety and Increasing Performance in Physics Education: Evidence from a Randomized Experiment.” Research in Science Education 1–17. doi:https://doi.org/10.1007/s11165-019-9845-9.
- Molloy, E. 2010. “The Feed Forward Mechanism: A Way Forward in Clinical Learning?” Medical Education 44 (12): 1157–1159. doi:https://doi.org/10.1111/j.1365-2923.2010.03868.x.
- Murray, G. 2014. “The Social Dimensions of Learner Autonomy and Self-regulated Learning.” Studies in Self-Access Learning Journal 5 (4): 320–341. doi:https://doi.org/10.37237/050402.
- Nguyen, T. T. H., and M. Walker. 2016. “Sustainable Assessment for Lifelong Learning.” Assessment & Evaluation in Higher Education 41 (1): 97–111. doi:https://doi.org/10.1080/02602938.2014.985632.
- Nicol, D. 2014. “Guiding Principles for Peer Review: Unlocking Learners’ Evaluative Skills.” In Advances and Innovations in University Assessment and Feedback, edited by C. Kreber, C. Anderson, N. Entwistle, and J. McArthur, 197–224. Edinburgh, UK: Edinburgh University Press.
- Paulhus, D. L., J. H. Duncan, and M. S. M. Yik. 2002. “Patterns of Shyness in East-Asian and European-heritage Students.” Journal of Research in Personality 36 (5): 442–462. doi:https://doi.org/10.1016/S0092-6566(02)00005-3.
- Postareff, L., V. Virtanen, N. Katajavuori, and S. Lindblom-Ylanne. 2012. “Academics’ Conceptions of Assessment and Their Assessment Practices.” Studies in Educational Evaluation 38 (4): 84–92. doi:https://doi.org/10.1016/j.stueduc.2012.06.003.
- Preoteasa, C. T., A. Axante, A. D. Cristea, and E. Preoteasa. 2016. “The Relationship between Positive Well-being and Academic Assessment: Results from a Prospective Study on Dental Students.” Education Research International 2016: 1–8. doi:https://doi.org/10.1155/2016/9024687.
- Reinders, H., and C. Balcikanli. 2011. “Learning to Foster Autonomy: The Role of Teacher Education Materials.” Studies in Self-Access Learning Journal 2 (1): 15–25. doi:https://doi.org/10.37237/020103.
- Samuelowicz, K., and J. Bain. 2002. “Identifying Academics’ Orientations to Assessment Practice.” Higher Education 43 (2): 173–201. doi:https://doi.org/10.1023/A:1013796916022.
- Sharma, R., A. Jain, N. Gupta, S. Garg, M. Batta, and S. K. Dhir. 2016. “Impact of Self-assessment by Students on Their Learning.” International Journal of Applied and Basic Medical Research 6 (3): 226. doi:https://doi.org/10.4103/2229-516X.186961.
- Smith, M. K. 1996. “Self-direction.” The Encyclopedia of Informal Education 1996. http://www.infed.org/biblio/b-selfdr.htm./14
- Thornton, K. 2010. “Supporting SDL: A Framework for Teachers.” Language Education in Asia 1 (1): 158–170. doi:https://doi.org/10.5746/LEiA/10/V1/A14/Thornton.
- Torrance, H. 2007. “Assessment as Learning? How the Use of Explicit Learning Objectives, Assessment Criteria and Feedback in Post-secondary Education and Training Can Come to Dominate Learning.” Assessment in Education: Principles, Policy & Practice 14 (3): 281–294.
- Tough, A. 1966. “The Assistance Obtained by Adult Self-teachers.” Adult Education 17 (1): 30–37. doi:https://doi.org/10.1177/074171366601700105.
- Tough, A. 1968. Why Adults Learn. Toronto: OISE. Also available as ERIC Document no. ED 025688.
- Tough, A. 1971. The Adult’s Learning Projects: A Fresh Approach to Theory and Practice in Adult Learning. 2nd ed. Austin, Texas: Learning Concepts and Toronto: OISE, 1979. Toronto: OISE.
- Tough, A. 1979. The Adult’s Learning Projects: A Fresh Approach to Theory and Practice in Adult Learning. 2nd ed. Toronto: Ontario Institute for Studies in Education.
- Tough, A. 1982. Intentional Changes: A Fresh Approach to Helping People Change. Chicago: Follett.
- Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
- White, C. B. 2007. “Smoothing Out Transitions: How Pedagogy Influences Medical Students’ Achievement of Self-regulated Learning Goals.” Advances in Health Sciences Education 12 (3): 279–297. doi:https://doi.org/10.1007/s10459-006-9000-z.
- Wicking, P. 2020. “Formative Assessment of Students from a Confucian Heritage Culture: Insights from Japan.” Assessment & Evaluation in Higher Education 45 (2): 180–192. doi:https://doi.org/10.1080/02602938.2019.1616672.
- Zhu, M., and C. J. Bonk. 2019. “Designing MOOCs to Facilitate Participant Self-Monitoring for Self-Directed Learning.” Online Learning 23 (4). doi:https://doi.org/10.24059/olj.v23i4.2037.