Mapping the self-regulated learning of adults

Abstract

The paper deals with adults self-regulated learning from the perspective of qualitative research. The self-regulated learning is explored via method of situational analysis which is based on the work of the second generation of Grounded Theory. It shows what are the key elements of self-regulated learning on the basis of data from the focus groups with students of combine study program (N = 34). The paper argues that important role in self-regulated learning plays: temporal elements (as time management, time investing and planning), discursive construction of adult learners, educators, and school organization, nonhuman elements (as electronic communication environment), as well as self-management issues connected with learning strategies, and motivation. The main results are presented using two kind of situational map - messy and ordered, and relational analysis with focus on motivation to learning. The paper demonstrates why is situational analysis an useful tool for exploration of learning activities.