Good query

You must, from a theoretical point of view, prepare special criteria for:

• The form and type of support provided to the student
• Timing of Support (Progressive - Post - Guidance)
• Specification of the teacher providing support
• Think about whether nature content affects the form of support

If you are interested, a colleague and I recently published an article discussing self-reflection and self-regulation training in higher education. It was action-research based.

Dear Gregory,

kindly request for the article suggested by Elke Ruelens. It will be of help to you.

Regards

Hello Elke Ruelens,

It would be great to look at your article. I will make a request for it through research gate.

You may like to read some of the chapters of a popular classic book on student autonomy: “Developing Student Autonomy in Learning”, by David Boud (2nd ed., Kogan Page, 1993).

Thanks for the recommendation. I will look into it

You're welcome, Gregory. I can extract from my reference manager a list of publications on "student autonomy and empowerment", but its a long one, in the order of fifty references. If you feel you need it, now or in the future, just send me a word.

Thanks. I may reach out as I work further through the layers of this project.

Alvi, E., & Gillies, R. M. (2015). Social interactions that support students’ self-regulated learning: A case study of one teacher's experiences. International Journal of Educational Research, 72, 14-25. doi: 10.1016/j.ijer.2015.04.008

Please read through this article. It might be helpful.