Evaluación de la eficacia de la autorregulación del aprendizaje en los entornos virtuales en educación superior
Introducción: La autorregulación del aprendizaje es la capacidad del estudiante para asumir el control de su propio aprendizaje, mediante la elección consciente de estrategias cognitivas y metacognitivas. En la virtualidad esta competencia se constituye en un factor determinante para alcanzar aut...
- Autores:
-
García-Naranjo, Martha Lucía
Grisales -Grisales, María Carmenza
Quintero-Pamplona, Daniel Eduardo
Esteban-Duarte, Nubia
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2024
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/13725
- Acceso en línea:
- https://doi.org/10.17981/cultedusoc.15.2.2024.4628
- Palabra clave:
- self-regulation
learning
online learning
self-efficacy
higher education
Autorregulación
aprendizaje
aprendizaje en línea
autoeficacia
enseñanza superior
- Rights
- openAccess
- License
- Cultura Educación Sociedad - 2024
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| dc.title.spa.fl_str_mv |
Evaluación de la eficacia de la autorregulación del aprendizaje en los entornos virtuales en educación superior |
| dc.title.translated.eng.fl_str_mv |
Evaluation of the effectiveness of self-regulation of learning in virtual environments in higher education |
| title |
Evaluación de la eficacia de la autorregulación del aprendizaje en los entornos virtuales en educación superior |
| spellingShingle |
Evaluación de la eficacia de la autorregulación del aprendizaje en los entornos virtuales en educación superior self-regulation learning online learning self-efficacy higher education Autorregulación aprendizaje aprendizaje en línea autoeficacia enseñanza superior |
| title_short |
Evaluación de la eficacia de la autorregulación del aprendizaje en los entornos virtuales en educación superior |
| title_full |
Evaluación de la eficacia de la autorregulación del aprendizaje en los entornos virtuales en educación superior |
| title_fullStr |
Evaluación de la eficacia de la autorregulación del aprendizaje en los entornos virtuales en educación superior |
| title_full_unstemmed |
Evaluación de la eficacia de la autorregulación del aprendizaje en los entornos virtuales en educación superior |
| title_sort |
Evaluación de la eficacia de la autorregulación del aprendizaje en los entornos virtuales en educación superior |
| dc.creator.fl_str_mv |
García-Naranjo, Martha Lucía Grisales -Grisales, María Carmenza Quintero-Pamplona, Daniel Eduardo Esteban-Duarte, Nubia |
| dc.contributor.author.spa.fl_str_mv |
García-Naranjo, Martha Lucía Grisales -Grisales, María Carmenza Quintero-Pamplona, Daniel Eduardo Esteban-Duarte, Nubia |
| dc.subject.eng.fl_str_mv |
self-regulation learning online learning self-efficacy higher education |
| topic |
self-regulation learning online learning self-efficacy higher education Autorregulación aprendizaje aprendizaje en línea autoeficacia enseñanza superior |
| dc.subject.spa.fl_str_mv |
Autorregulación aprendizaje aprendizaje en línea autoeficacia enseñanza superior |
| description |
Introducción: La autorregulación del aprendizaje es la capacidad del estudiante para asumir el control de su propio aprendizaje, mediante la elección consciente de estrategias cognitivas y metacognitivas. En la virtualidad esta competencia se constituye en un factor determinante para alcanzar autonomía que puede mejorar las interacciones del estudiante en los entornos virtuales de aprendizaje. Objetivo: evaluar la eficacia de la autorregulación del aprendizaje en los entornos virtuales en programas de pregrado y posgrado de una universidad colombiana. Metodología: cuantitativa con estadística descriptiva y correlacional aplicada a tres momentos del acto formativo y a tres fases de la autorregulación del aprendizaje. La muestra fue de ocho profesores y 533 estudiantes de seis programas académicos virtuales. Resultados: se encontró una ruptura en los tres momentos del acto formativo, lo que limitó el desarrollo del ciclo de autorregulación del aprendizaje. Las variables: previsión, ejecución, autorreflexión fueron significativas para su medición y las de mayor influencia en los procesos autorregulatorios se relacionaron con el nivel de formación en tres pregrados y tres posgrados. Para la universidad estudiada el Índice de Autoeficacia tuvo un valor de 0.31. Conclusiones: se evidencia una problemática asociada a factores pedagógicos, tecnológicos, comunicativos y/o de gestión educativa, que reducen la intencionalidad formativa para que el estudiante alcance autonomía. Es importante investigar y medir de manera holística la autorregulación del aprendizaje en entornos virtuales como proceso y acto formativo. El índice de autoeficacia es aplicable en otras investigaciones en entornos virtuales de aprendizaje. |
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2024 |
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2024-10-29 02:59:27 |
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2024-10-29 02:59:27 |
| dc.date.issued.none.fl_str_mv |
2024-10-29 |
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Artículo de revista |
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http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/resource_type/c_2df8fbb1 |
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Cultura Educación Sociedad |
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A social cognitive view of self-regulated academic learning. Jour- nal of Educational Psychology, 81(3), 329–339. https://doi.org/10.1037/0022-0663 .81.3.329 Zimmerman, B. J. (2000). Attaining Self-Regulation: A Social Cognitive Perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13- 39). Academic Press. http://dx.doi.org/10.1016/B978-012109890-2/50031-7 Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice 41(2):64-70. DOI:10.1207/s15430421tip4102_2 Zimmerman, B. J., & Kitsantas, A. (2002). Acquiring writing revision and self-regulatory skill through observation and emulation. Journal of Educational Psychology, 94(4), 660–668. https://doi.org/10.1037/0022-0663.94.4.660 |
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García-Naranjo, Martha LucíaGrisales -Grisales, María CarmenzaQuintero-Pamplona, Daniel EduardoEsteban-Duarte, Nubia2024-10-29 02:59:272024-10-29 02:59:272024-10-292145-9258https://doi.org/10.17981/cultedusoc.15.2.2024.462810.17981/cultedusoc.15.2.2024.46282389-7724Introducción: La autorregulación del aprendizaje es la capacidad del estudiante para asumir el control de su propio aprendizaje, mediante la elección consciente de estrategias cognitivas y metacognitivas. En la virtualidad esta competencia se constituye en un factor determinante para alcanzar autonomía que puede mejorar las interacciones del estudiante en los entornos virtuales de aprendizaje. Objetivo: evaluar la eficacia de la autorregulación del aprendizaje en los entornos virtuales en programas de pregrado y posgrado de una universidad colombiana. Metodología: cuantitativa con estadística descriptiva y correlacional aplicada a tres momentos del acto formativo y a tres fases de la autorregulación del aprendizaje. La muestra fue de ocho profesores y 533 estudiantes de seis programas académicos virtuales. Resultados: se encontró una ruptura en los tres momentos del acto formativo, lo que limitó el desarrollo del ciclo de autorregulación del aprendizaje. Las variables: previsión, ejecución, autorreflexión fueron significativas para su medición y las de mayor influencia en los procesos autorregulatorios se relacionaron con el nivel de formación en tres pregrados y tres posgrados. Para la universidad estudiada el Índice de Autoeficacia tuvo un valor de 0.31. Conclusiones: se evidencia una problemática asociada a factores pedagógicos, tecnológicos, comunicativos y/o de gestión educativa, que reducen la intencionalidad formativa para que el estudiante alcance autonomía. Es importante investigar y medir de manera holística la autorregulación del aprendizaje en entornos virtuales como proceso y acto formativo. El índice de autoeficacia es aplicable en otras investigaciones en entornos virtuales de aprendizaje.Introducction: Self-regulated learning is the student’s ability to take control of their own learning, through the conscious choice of cognitive and metacognitive strategies. In virtuality, this competence becomes a determining factor to achieve autonomy that can improve student interactions in virtual learning environments. Objetive: evaluate the effectiveness of self-regulation of learning in virtual environments in undergraduate and graduate programs from a Colombian university. Methodology: quantitative with descriptive and correlational statis- tics applied to three moments of the training event and three phases of self-regulation of learning. The sample was eight teachers and 533 students from six virtual academic programs. Results: A rupture was found in the three moments of the training event, which limited the development of the self-regulation cycle of learning. The variables: foresight, execution, self-reflection was significant for measurement and those with the greatest influence on self-regulatory processes were related to the level of training in three undergraduate and three postgraduate degrees. For the university studied, the Self-Efficacy Index had a value of 0.31. Conclusions: There is evidence of a pro- blem in educational management associated with pedagogical, tech- nological, communicative and/or management factors, which reduce the formative intention so that the student achieves autonomy. It is important to holistically investigate and measure the self-regulation of learning in virtual environments, as a process and formative act. The self-efficacy index is applicable in other investigations in virtual learning environments.application/pdfspaUniversidad de la CostaCultura Educación Sociedad - 2024https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEsta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.http://purl.org/coar/access_right/c_abf2https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/view/4628self-regulationlearningonline learningself-efficacyhigher educationAutorregulaciónaprendizajeaprendizaje en líneaautoeficaciaenseñanza superiorEvaluación de la eficacia de la autorregulación del aprendizaje en los entornos virtuales en educación superiorEvaluation of the effectiveness of self-regulation of learning in virtual environments in higher educationArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articleJournal articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85Cultura Educación SociedadAl-Hawamleh, M. 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Journal of Educational Psychology, 94(4), 660–668. https://doi.org/10.1037/0022-0663.94.4.660e34454628e34454628215https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/download/4628/5443Núm. 2 , Año 2024 : Cultura Educación Y SociedadOREORE.xmltext/xml2823https://repositorio.cuc.edu.co/bitstreams/b25081de-c2ca-4c93-8a4a-6610390129c7/downloadd625ea2f613b0eaab00d827aee23a9d2MD5111323/13725oai:repositorio.cuc.edu.co:11323/137252024-11-20 03:00:15.905https://creativecommons.org/licenses/by-nc-nd/4.0/Cultura Educación Sociedad - 2024metadata.onlyhttps://repositorio.cuc.edu.coRepositorio de la Universidad de la Costa CUCrepdigital@cuc.edu.co |