THE INFLUENCE OF TEACHER CUES ON SELF-DIRECTED LEARNING IN MATH EDUCATION

Increasing class sizes forces universities to change their education in ways that allow for independent learning for students. This study looks at a case where blended learning was introduced to alleviate some of the educationally negative consequences of large class sizes. Independent learning requires the students to become more self-regulated while at the same time they need efficient feedback from lecturers to enact these self-regulated learning activities. In this paper, we investigate whether at Delft University of Technology (TU Delft) student perceptions of lecturing behaviour is such as to stimulate student’s independent learning and whether self-regulated learning behaviour results in more active engagement with the learning materials.