Does changing from a teacher-centered to a learner-centered context promote self-regulated learning:A qualitative study in a Japanese undergraduate setting

Matsuyama, Yasushi, Nakaya, Motoyuki, Okazaki, Hitoaki et al. (3 more authors) (2019) Does changing from a teacher-centered to a learner-centered context promote self-regulated learning:A qualitative study in a Japanese undergraduate setting. BMC Medical Education. 152. ISSN 1472-6920

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Item Type: Article
Authors/Creators:
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© The Author(s). 2019

Keywords: Curriculum reform,Learner-centered learning,Self-regulated learning,Teacher-centered learning,Undergraduate education
Dates:
  • Published: 17 May 2019
Institution: The University of York
Academic Units: The University of York > Faculty of Sciences (York) > Hull York Medical School (York)
Depositing User: Pure (York)
Date Deposited: 15 Aug 2019 11:50
Last Modified: 21 Jan 2025 17:41
Published Version: https://doi.org/10.1186/s12909-019-1550-x
Status: Published
Refereed: Yes
Identification Number: 10.1186/s12909-019-1550-x
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Open Archives Initiative ID (OAI ID):

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Filename: s12909_019_1550_x.pdf

Description: s12909-019-1550-x

Licence: CC-BY 2.5

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