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

Yasushi Matsuyama*, Motoyuki Nakaya, Hitoaki Okazaki, Adam Jon Lebowitz, Jimmie Leppink, Cees van der Vleuten

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Original languageEnglish
Article number152
Number of pages12
JournalBMC Medical Education
Volume19
DOIs
Publication statusPublished - 17 May 2019

Keywords

  • Self-regulated learning
  • Teacher-centered learning
  • Learner-centered learning
  • Curriculum reform
  • Undergraduate education
  • MEDICAL-EDUCATION RESEARCH
  • FACILITATION
  • MOTIVATION
  • STUDENTS

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