Context as a Factor of Self-Regulated Learning in Higher Education

Abstract

This study analyzes the influence that the environment has on developing self-regulatedlearning in university students as well as the teacher’s accountability forlearning to teach. It describes the results of an ongoing study, which have been obtainedby observing class documents and ongoing classes in the school of Medicineof a private Argentinean university. The analysis was based on the model offered byGrounded Theory Approach; its purpose was to elaborate a theoretical frame thancan enhance understanding of how the connection between teacher and studenthappens, what teaching strategies are used in the classroom to forward the developmentof AAR and what characteristics the self regulated process undertaken inclass have. The study concludes that both student and teacher must acknowledgetheir positions and understand the characteristics of the context on which they arein order to generate better learning.