Autorregulación del Aprendizaje en Entornos Personales de Aprendizaje en el Grado de Educación Primaria de la Universidad de Granada, España

  1. Eduardo Chaves
  2. Juan M Trujillo
  3. Juan A López
Revista:
Formación Universitaria

ISSN: 0718-5006

Año de publicación: 2015

Volumen: 8

Número: 4

Páginas: 63-76

Tipo: Artículo

DOI: 10.4067/S0718-50062015000400008 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Formación Universitaria

Resumen

El objetivo del estudio es analizar el proceso de autorregulación del aprendizaje en entornos personales de aprendizaje. El análisis se enfoca en acciones realizadas y logros obtenidos por los estudiantes durante las fases de actuación y de reflexión de este proceso. Se aplicó un cuestionario, tipo escala Likert, a una muestra aleatoria por conglomerados del grado en Educación Primaria de la Universidad de Granada en España. Sobre los datos se realizan análisis descriptivos e inferenciales, también pruebas no paramétricas de correlaciones y de varianzas. Los resultados muestran que las herramientas digitales y los profesores son elementos importantes en el proceso de autorregulación del aprendizaje. En general, la población es exitosa en ambas fases de este proceso, también hay subgrupos de estudiantes que sobresalen por sus logros. Se concluye que el uso adecuado de las herramientas digitales del entorno personal de aprendizaje favorece la autorregulación del aprendizaje en ambas fases.

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Fuente de los datos: Dialnet