Supporting Self-regulated Learning across Disciplines in International Post-secondary Education
Bibliographic record
Abstract
This paper reports on the results of a project involving the incorporation of Self-Regulated Learning Supportive Practices (SRL-SPs) in required first-year courses for new international students at Vantage College, a specialized pathway program at The University of British Columbia. Three case studies detail how SRL-SPs were adapted and implemented by instructors within three different disciplinary contexts and represent findings on how SRL-SPs can support instructor teaching and student learning when those students and their instructors are from diverse educational backgrounds or cultures of learning (Johansen & Tkachenko, 2019). Findings include an enhanced understanding of the expectations that instructors and students bring about knowledge and knowledge production processes in the disciplinary learning contexts of a Canadian university and how SRL-SPs foster international students’ metacognition about their own learning. Further, a cross-disciplinary Community of Practice for instructors was developed through the project and furthers critical reflection on disciplinary and cultural expectations within post-secondary teaching and learning. Our overarching conclusion is that the success of SRL-SPs depends upon the increased presence and self-reflection of instructors in structuring the learning environment and activities. These and other insights provide an understanding of the potential benefits of SRL-SPs for international students and their instructors and promise to inform how instructors plan their courses with a diverse student body.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.052 | 0.016 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.009 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.015 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".