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Ruiz Alzate, L., & Roncancio Moreno, M. (2023). Promotion of Self-Regulated Learning Virtually Mediated in Higher Education. Revista Guillermo De Ockham, 21(2), 447–461. https://doi.org/10.21500/22563202.5856 (Original work published April 11, 2023)
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Abstract
The implementation of information and communication technology in academic settings has changed the perception of the roles played by teachers and students, their relationships, and the use of teaching practices. Hence, self-regulated learning becomes a relevant concept in the way students learn in virtual environments, particularly the teachers’ role and influence in virtual education settings. The present study aimed to identify the teaching practices that promote self-regulated learning in virtual learning. To do so the study used qualitative research through semi-structured interviews and the analysis of online forums of three distance university teachers. Through the interpretative analysis, it was found that the participants’ central role is to promote motivation in their learners and promote aspects that help to generate and maintain it, like the self-efficacy. Moreover, an additional finding was the empathy that allows teachers to become closer to their students, identify their needs, and promote their motivation and interest in learning.
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References
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Barrios, A., Barbato, S., y Branco, A. (2012). El análisis microgenético para el estudio del desarrollo moral: consideraciones teóricas y metodológicas. Revista de Psicología, 30(2), 249-279. https://doi.org/10.18800/psico.201202.002
Berridi, R., y Martínez, J. I. (2017). Estrategias de autorregulación en contextos virtuales de aprendizaje. Perfiles Educativos, 39(156), 89-102. https://doi.org/10.22201/iisue.24486167e.2017.156.58285
Cerezo, R., Bernardo, A., Esteban, M., Sánchez, M., y Tuero, E. (2015). Programas para la promoción de la autorregulación en educación superior: un estudio de la satisfacción diferencia entre metodología presencial y virtual. European Journal of Education and Psychology, 8(1), 30-36. https://doi.org/10.1016/j.ejeps.2015.10.004
Chocarro, E., González-Torres, M. C., y Sobrino, Á. (2007). Nuevas orientaciones en la formación del profesorado para una enseñanza centrada en la promoción del aprendizaje autorregulado de los alumnos. Estudios sobre Educación, (12), 81-98. https://doi.org/10.15581/004.12.24318
Daura, F. T. (2014). Los docentes universitarios y su concepción sobre el aprendizaje, la autorregulación y la personalización educativa: un análisis desde la teoría fundamentada. Forum Qualitative Sozialforschung, 15(2), 8. http://hdl.handle.net/11336/92340
Daura, F. T. (2017). Aprendizaje autorregulado e intervenciones docentes en la universidad. Revista Educación, 41(2), 56-74. http://dx.doi.org/10.15517/revedu.v41i2.21396
De Smul, M., Heirweg, S., van Keer, H., Devos, G., y Vandevelde, S. (2018). How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning. Teaching and Teacher Education, 71, 214-225. https://doi.org/10.1016/j.tate.2018.01.001
Díaz, A., Pérez, M. V., González-Pienda, J. A., y Núñez, J. C. (2017). Impacto de un entrenamiento en aprendizaje autorregulado en estudiantes universitarios. Revista Perfiles Educativos, 39(157), 87-104. https://doi.org/10.22201/iisue.24486167e.2017.157.58442
Dignath, C. (2016). Which components of teacher competence determine whether teachers enhance self-regulated learning? Predicting teachers’ self-reported promotion of self-regulated learning by means of teacher beliefs, knowledge, and self-efficacy. Frontline Learning Research, 4(5), 83-105. https://doi.org/10.14786/flr.v4i5.247
Dignath, C., y Sprenger, L. (2020). Can you only diagnose what you know? The relation between teachers’ self-regulation of learning concepts and their assessment of students’ self-regulation. Frontiers in Education, 5, 585683. https://doi.org/10.3389/feduc.2020.585683
Dignath, C., y van der Werf, G. (2012). What teachers think about self-regultad learning: Investigating teacher beliefs and teacher behavior of enhancing students’ self-regulation. Education Research International, 2012, 741713. https://doi.org/10.1155/2012/741713
Finn, B. (2020). Exploring interactions between motivation and cognition to better shape self-regulated learning. Journal of Applied Research in Memory and Cognition, 9(4), 461-467. https://doi.org/10.1016/j.jarmac.2020.08.008
Gómez, L. E., Muriel, L. E., y Londoño-Vásquez, D. A. (2019). El papel del docente para el logro de un aprendizaje significativo apoyado en las TIC. Revista Encuentros, 17(2), 118-131. https://doi.org/10.15665/encuent.v17i02.1907
Henríquez, P., y Álvarez, M. (2018). Promoción de estrategias de aprendizaje desde el accionar docente: percepciones a nivel universitario. Revista Actualidades Investigativas en Educación, 18(3), 1-20. https://doi.org/10.15517/aie.v18i3.34099
Jansen, R. S., van Leeuwen, A., Janssen, J., Conijn, R., y Kester, L. (2020). Supporting learners’ self-regulated learning in massive open online courses. Computers & Education, 146, 103771. https://doi.org/10.1016/j.compedu.2019.103771
Jayawardena, P. R., van Kraayenoord, C. E., y Carroll, A. (2019). Science teacher’s practices: Teaching for the self-regulated learning in relation to Pintrich and Zusho’s (2007) model. International Journal of Educational Research, 94, 100-112. https://doi.org/10.1016/j.ijer.2018.09.022
Kim, D., Yoon, M., Jo, I. H., y Branch, R. M. (2018). Learning analytics to support self-regulated learning in asynchronous online courses: A case study at a women’s university in South Korea. Computers & Education, 127, 233-251. https://doi.org/10.1016/j.compedu.2018.08.023
Llull, L., y Daura, F. T. (2012, septiembre). La evaluación formativa, un recurso pedagógico para promover la autorregulación: algunas orientaciones teóricas para su implementación en entornos online de aprendizaje [Sesión de conferencia]. XIII Encuentro del Estado de la Investigación Educativa: Enfoques Teóricos y Perspectivas de la Evaluación Educativa, Córdoba, Argentina.
Merchán, N., y Hernández, N. E. (2018). Rol profesoral y estrategias promotoras de autorregulación del aprendizaje en educación superior. Revista Espacios, 39(52), 18-29. http://www.revistaespacios.com/a18v39n52/a18v39n52p18.pdf
Panadero, E., y Alonso-Tapia, J. (2014). ¿Cómo autorregulan nuestros alumnos? Revisión del modelo cíclico de Zimmerman sobre autorregulación del aprendizaje. Anales de Psicología, 30(2), 450-462. http://dx.doi.org/10.6018/analesps.30.2.167221
Panadero, E., Broadbent, J., Boud, D., y Lodge, J. M. (2019). Using formative assessment to influence self- and co-regulated learning: The role of evaluative judgement. European Journal of Psychology of Education, 34(3), 535-557. https://doi.org/10.1007/s10212-018-0407-8
Panadero, E., y Järvelä, S. (2015). Socially shared regulation of learning: A review. European Psychologist, 20(3), 190-203. https://doi.org/10.1027/1016-9040/a000226
Parra-Esquivel, E. I., Peñas-Felizzola, O. L., y Gómez-Galindo, A. M. (2017). Objetos virtuales para el aprendizaje autorregulado de estudiantes de terapia ocupacional. Revista Salud Pública, 19(6), 760-765. https://doi.org/10.15446/rsap.V19n6.62966
Puentes, L. (2016). Motivación, estrategias de aprendizaje autorregulado y ansiedad matemática en estudiantes de pregrado en Arauca, Colombia. Revista Internacional de Estudios en Educación, 16(2), 62-82. https://doi.org/10.37354/riee.2016.161
Saint, J., Fan, Y., Gašević, D., y Pardo, A. (2022). Temporally-focused analytics of self-regulated learning: A systematic review of literature. Computers and Education: Artificial Intelligence, 3, 100060. https://doi.org/10.1016/j.caeai.2022.100060
Steinbach, J., y Stoeger, H. (2016). How primary school teachers’ attitudes towards Self-Regulated Learning (SRL) influence instructional behavior and training implementation in classrooms. Teaching and Teacher Education, 60, 256-269. http://dx.doi.org/10.1016/j.tate.2016.08.017
Tauber, S. K., Thakkar, V. J., y Pleshek, M. A. (2022). How does the type of expected evaluation impact students’ self-regulated learning? Journal of Applied Research in Memory and Cognition, 11(1), 106-119. https://doi.org/10.1016/j.jarmac.2021.08.002
Torrano, F., y González-Torres, M. C. (2004). El aprendizaje autorregulado: presente y futuro de la investigación. Electronic Journal of Research in Educational Psychology, 2(3), 1-34. https://dialnet.unirioja.es/servlet/articulo?codigo=857945
Trautner, M., y Schwinger, M. (2020). Integrating the concepts self-efficacy and motivation regulation: How do self-efficacy beliefs for motivation regulation influence self-regulatory success? Learning and Individual Differences, 80, 101890. https://doi.org/10.1016/j.lindif.2020.101890
Triquet, K., Peeters, J., y Loamberts, K. (2017). Self-regulated learning online: Empirical foundations, promotion and evaluation for teacher professional development. Contributing SRL part of deliverable D1.1 – TeachUP’s literature review: Gaps in ITE and CPD provision report. Department of Educational Sciences; Vrije Universiteit Brussel.
Valencia, M., y Caicedo, A. M. (2017). Diseño de tareas apoyadas en TIC para promover aprendizaje autorregulado. Pensamiento Psicológico, 15(2), 15-28. https://revistas.javerianacali.edu.co/index.php/pensamientopsicologico/article/view/331
Vasilachis de Gialdino, I. (2006). La investigación cualitativa. En I. Vasilachis de Gialdino (Coord.), Estrategias de investigación cualitativa (pp. 23-60). Gedisa.
Xu, H., y Ko, P. Y. (2019). Enhancing teachers’ knowledge of how to promote self-regulated learning in primary school students: A case study in Hong Kong. Teaching and Teacher Education, 80, 106-114. https://doi.org/10.1016/j.tate.2019.01.002
Yan, Z., Li, Z., Panadero, E., Yang, M., Yang, L., y Lao, H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy & Practice, 28(3), 228-260. https://doi.org/10.1080/0969594X.2021.1884042
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
Zimmerman, B. J. (2005). Attaining self-regulation: A social cognitive perspective. En M. Boekaerts, P. R. Pintrich y 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. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135-147. https://doi.org/10.1080/00461520.2013.794676
Zumbrunn, S., Tadlock, J., y Roberts, E. D. (2011). Encouraging self-regulated learning in the classroom: A review of the literature. Virginia Commonwealth University.
Barrios, A., Barbato, S., y Branco, A. (2012). El análisis microgenético para el estudio del desarrollo moral: consideraciones teóricas y metodológicas. Revista de Psicología, 30(2), 249-279. https://doi.org/10.18800/psico.201202.002
Berridi, R., y Martínez, J. I. (2017). Estrategias de autorregulación en contextos virtuales de aprendizaje. Perfiles Educativos, 39(156), 89-102. https://doi.org/10.22201/iisue.24486167e.2017.156.58285
Cerezo, R., Bernardo, A., Esteban, M., Sánchez, M., y Tuero, E. (2015). Programas para la promoción de la autorregulación en educación superior: un estudio de la satisfacción diferencia entre metodología presencial y virtual. European Journal of Education and Psychology, 8(1), 30-36. https://doi.org/10.1016/j.ejeps.2015.10.004
Chocarro, E., González-Torres, M. C., y Sobrino, Á. (2007). Nuevas orientaciones en la formación del profesorado para una enseñanza centrada en la promoción del aprendizaje autorregulado de los alumnos. Estudios sobre Educación, (12), 81-98. https://doi.org/10.15581/004.12.24318
Daura, F. T. (2014). Los docentes universitarios y su concepción sobre el aprendizaje, la autorregulación y la personalización educativa: un análisis desde la teoría fundamentada. Forum Qualitative Sozialforschung, 15(2), 8. http://hdl.handle.net/11336/92340
Daura, F. T. (2017). Aprendizaje autorregulado e intervenciones docentes en la universidad. Revista Educación, 41(2), 56-74. http://dx.doi.org/10.15517/revedu.v41i2.21396
De Smul, M., Heirweg, S., van Keer, H., Devos, G., y Vandevelde, S. (2018). How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning. Teaching and Teacher Education, 71, 214-225. https://doi.org/10.1016/j.tate.2018.01.001
Díaz, A., Pérez, M. V., González-Pienda, J. A., y Núñez, J. C. (2017). Impacto de un entrenamiento en aprendizaje autorregulado en estudiantes universitarios. Revista Perfiles Educativos, 39(157), 87-104. https://doi.org/10.22201/iisue.24486167e.2017.157.58442
Dignath, C. (2016). Which components of teacher competence determine whether teachers enhance self-regulated learning? Predicting teachers’ self-reported promotion of self-regulated learning by means of teacher beliefs, knowledge, and self-efficacy. Frontline Learning Research, 4(5), 83-105. https://doi.org/10.14786/flr.v4i5.247
Dignath, C., y Sprenger, L. (2020). Can you only diagnose what you know? The relation between teachers’ self-regulation of learning concepts and their assessment of students’ self-regulation. Frontiers in Education, 5, 585683. https://doi.org/10.3389/feduc.2020.585683
Dignath, C., y van der Werf, G. (2012). What teachers think about self-regultad learning: Investigating teacher beliefs and teacher behavior of enhancing students’ self-regulation. Education Research International, 2012, 741713. https://doi.org/10.1155/2012/741713
Finn, B. (2020). Exploring interactions between motivation and cognition to better shape self-regulated learning. Journal of Applied Research in Memory and Cognition, 9(4), 461-467. https://doi.org/10.1016/j.jarmac.2020.08.008
Gómez, L. E., Muriel, L. E., y Londoño-Vásquez, D. A. (2019). El papel del docente para el logro de un aprendizaje significativo apoyado en las TIC. Revista Encuentros, 17(2), 118-131. https://doi.org/10.15665/encuent.v17i02.1907
Henríquez, P., y Álvarez, M. (2018). Promoción de estrategias de aprendizaje desde el accionar docente: percepciones a nivel universitario. Revista Actualidades Investigativas en Educación, 18(3), 1-20. https://doi.org/10.15517/aie.v18i3.34099
Jansen, R. S., van Leeuwen, A., Janssen, J., Conijn, R., y Kester, L. (2020). Supporting learners’ self-regulated learning in massive open online courses. Computers & Education, 146, 103771. https://doi.org/10.1016/j.compedu.2019.103771
Jayawardena, P. R., van Kraayenoord, C. E., y Carroll, A. (2019). Science teacher’s practices: Teaching for the self-regulated learning in relation to Pintrich and Zusho’s (2007) model. International Journal of Educational Research, 94, 100-112. https://doi.org/10.1016/j.ijer.2018.09.022
Kim, D., Yoon, M., Jo, I. H., y Branch, R. M. (2018). Learning analytics to support self-regulated learning in asynchronous online courses: A case study at a women’s university in South Korea. Computers & Education, 127, 233-251. https://doi.org/10.1016/j.compedu.2018.08.023
Llull, L., y Daura, F. T. (2012, septiembre). La evaluación formativa, un recurso pedagógico para promover la autorregulación: algunas orientaciones teóricas para su implementación en entornos online de aprendizaje [Sesión de conferencia]. XIII Encuentro del Estado de la Investigación Educativa: Enfoques Teóricos y Perspectivas de la Evaluación Educativa, Córdoba, Argentina.
Merchán, N., y Hernández, N. E. (2018). Rol profesoral y estrategias promotoras de autorregulación del aprendizaje en educación superior. Revista Espacios, 39(52), 18-29. http://www.revistaespacios.com/a18v39n52/a18v39n52p18.pdf
Panadero, E., y Alonso-Tapia, J. (2014). ¿Cómo autorregulan nuestros alumnos? Revisión del modelo cíclico de Zimmerman sobre autorregulación del aprendizaje. Anales de Psicología, 30(2), 450-462. http://dx.doi.org/10.6018/analesps.30.2.167221
Panadero, E., Broadbent, J., Boud, D., y Lodge, J. M. (2019). Using formative assessment to influence self- and co-regulated learning: The role of evaluative judgement. European Journal of Psychology of Education, 34(3), 535-557. https://doi.org/10.1007/s10212-018-0407-8
Panadero, E., y Järvelä, S. (2015). Socially shared regulation of learning: A review. European Psychologist, 20(3), 190-203. https://doi.org/10.1027/1016-9040/a000226
Parra-Esquivel, E. I., Peñas-Felizzola, O. L., y Gómez-Galindo, A. M. (2017). Objetos virtuales para el aprendizaje autorregulado de estudiantes de terapia ocupacional. Revista Salud Pública, 19(6), 760-765. https://doi.org/10.15446/rsap.V19n6.62966
Puentes, L. (2016). Motivación, estrategias de aprendizaje autorregulado y ansiedad matemática en estudiantes de pregrado en Arauca, Colombia. Revista Internacional de Estudios en Educación, 16(2), 62-82. https://doi.org/10.37354/riee.2016.161
Saint, J., Fan, Y., Gašević, D., y Pardo, A. (2022). Temporally-focused analytics of self-regulated learning: A systematic review of literature. Computers and Education: Artificial Intelligence, 3, 100060. https://doi.org/10.1016/j.caeai.2022.100060
Steinbach, J., y Stoeger, H. (2016). How primary school teachers’ attitudes towards Self-Regulated Learning (SRL) influence instructional behavior and training implementation in classrooms. Teaching and Teacher Education, 60, 256-269. http://dx.doi.org/10.1016/j.tate.2016.08.017
Tauber, S. K., Thakkar, V. J., y Pleshek, M. A. (2022). How does the type of expected evaluation impact students’ self-regulated learning? Journal of Applied Research in Memory and Cognition, 11(1), 106-119. https://doi.org/10.1016/j.jarmac.2021.08.002
Torrano, F., y González-Torres, M. C. (2004). El aprendizaje autorregulado: presente y futuro de la investigación. Electronic Journal of Research in Educational Psychology, 2(3), 1-34. https://dialnet.unirioja.es/servlet/articulo?codigo=857945
Trautner, M., y Schwinger, M. (2020). Integrating the concepts self-efficacy and motivation regulation: How do self-efficacy beliefs for motivation regulation influence self-regulatory success? Learning and Individual Differences, 80, 101890. https://doi.org/10.1016/j.lindif.2020.101890
Triquet, K., Peeters, J., y Loamberts, K. (2017). Self-regulated learning online: Empirical foundations, promotion and evaluation for teacher professional development. Contributing SRL part of deliverable D1.1 – TeachUP’s literature review: Gaps in ITE and CPD provision report. Department of Educational Sciences; Vrije Universiteit Brussel.
Valencia, M., y Caicedo, A. M. (2017). Diseño de tareas apoyadas en TIC para promover aprendizaje autorregulado. Pensamiento Psicológico, 15(2), 15-28. https://revistas.javerianacali.edu.co/index.php/pensamientopsicologico/article/view/331
Vasilachis de Gialdino, I. (2006). La investigación cualitativa. En I. Vasilachis de Gialdino (Coord.), Estrategias de investigación cualitativa (pp. 23-60). Gedisa.
Xu, H., y Ko, P. Y. (2019). Enhancing teachers’ knowledge of how to promote self-regulated learning in primary school students: A case study in Hong Kong. Teaching and Teacher Education, 80, 106-114. https://doi.org/10.1016/j.tate.2019.01.002
Yan, Z., Li, Z., Panadero, E., Yang, M., Yang, L., y Lao, H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy & Practice, 28(3), 228-260. https://doi.org/10.1080/0969594X.2021.1884042
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
Zimmerman, B. J. (2005). Attaining self-regulation: A social cognitive perspective. En M. Boekaerts, P. R. Pintrich y 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. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135-147. https://doi.org/10.1080/00461520.2013.794676
Zumbrunn, S., Tadlock, J., y Roberts, E. D. (2011). Encouraging self-regulated learning in the classroom: A review of the literature. Virginia Commonwealth University.
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