Learning Through Interviewing: Students and Teachers Talk About Learning and Schooling

Abstract

AbstractInterviewing as an approach to studying phenomena related to self-regulated learning is the focus of this article. Three studies are presented that illustrate different interviewing approaches (unstructured, in-depth; structured; and semistructured) used to explore students' and teachers' perceptions of their experiences of learning and schooling. Examples of findings regarding components of self-regulated learning and the role of school contextual factors as facilitators and constraints on self-regulated learning are provided. Findings from these 3 studies suggest the power of interviewing for gaining a better understanding of factors related to self-regulated learning. Advantages and challenges of using each interview approach as well as future directions in research where interviewing may be a valuable approach to inquiry are discussed.