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Evidence-informed Practices for Fostering Self-regulated and Resilient Learners

Krystal Nunes (Toronto Metropolitan University, Canada)

Ann Gagné (University of Toronto Mississauga, Canada)

Nicole Laliberté (University of Toronto Mississauga)

Fiona Rawle (University of Toronto Mississauga, Canada)

Pandemic Pedagogy: Preparedness in Uncertain Times

ISBN: 978-1-80071-471-7, eISBN: 978-1-80071-470-0

Publication date: 15 May 2023

Abstract

As a response to the COVID-19 pandemic, both educators and students adapted to course delivery modes no longer centered on in-person interactions. Resiliency and self-regulation are key to success in online contexts, but the rapid transition to remote learning left many students without the necessary support to develop these skills. Much of the existing literature on self-regulation and resiliency focuses on cognitive processes and strategies such as goal orientation, time management, and mindset. However, the added stress and trauma of learning in the context of a global pandemic highlighted the many other factors relevant to students’ development of these skills. Drawing from the literature, the authors explore evidence-informed teaching practices to foster self-regulation and resiliency, highlight the power and privilege of being able to be resilient, advocate for the development of pedagogies of kindness, and emphasize the “how” of implementing techniques to best support students. The authors provide evidence-informed suggestions with the goal of assisting instructors and students during times of high stress, while acknowledging their limitations in addressing structural inequalities highlighted by the COVID-19 pandemic. Nonetheless, the authors argue that evidence-informed techniques and compassionate pedagogies adopted during a period of upheaval remain applicable to future in-person and online pedagogies.

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Acknowledgements

Acknowledgments

The authors would like to thank Dr Kenneth Derry for his valuable edits of this chapter.

Land Acknowledgement

We would like to acknowledge this sacred land on which the University of Toronto operates. It has been a site of human activity for over 15,000 years. This land is the territory of the Wendat and Petun First Nations, the Seneca, and the Mississaugas of the Credit River. The territory was the subject of the Dish with One Spoon Wampum Belt Covenant, an agreement between the Iroquois Confederacy and Confederacy of the Ojibwe and allied nations to peaceably share and care for the resources around the Great Lakes. Today, the meeting place of Toronto is still the home to many Indigenous people from across Turtle Island – Revised by the Elders Circle at the University of Toronto (Council of Aboriginal Initiatives).

Citation

Nunes, K., Gagné, A., Laliberté, N. and Rawle, F. (2023), "Evidence-informed Practices for Fostering Self-regulated and Resilient Learners", Sengupta, E. (Ed.) Pandemic Pedagogy: Preparedness in Uncertain Times (Innovations in Higher Education Teaching and Learning, Vol. 49), Emerald Publishing Limited, Leeds, pp. 49-71. https://doi.org/10.1108/S2055-364120230000049004

Publisher

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Emerald Publishing Limited