Self-regulated learning in the classroom: A phenomenology of students' and teachers' experiences

Metacognitive knowledge and cognitive strategies are considered important pillars of learning. Self-regulated learning, which is desired by many education experts, can be their result. Using qualitative approach and phenomenological method, the present research has sought to explore the perceptions and experiences of students and teachers of self-regulated learning and the role of cognitive strategies and metacognitive knowledge in teaching and learning methods. Six teachers and 64 high school students participated in this study. The data were collected through observation and interview and then analyzed. The findings showed that the students found teaching strategies and goal oriented teaching very effective in their learning. But differences were also observed among students of different levels of ability in understanding and using self-regulation strategies. The results showed that teachers should coordinate the use and teaching of strategies with the level of knowledge and ability of students, and then proceed with its practical implementation by providing suitable preparations and modeling. It was also found that continuous practice and constant use of strategies play a very important role in strengthening them.