Programas para la promoción de la autorregulación en educación superiorun estudio de la satisfacción diferencial entre metodología presencial y virtual

  1. Rebeca Cerezo 1
  2. Ana Bernardo 1
  3. María Esteban 1
  4. Miguel Sánchez 1
  5. Ellián Tuero 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
European journal of education and psychology

ISSN: 1888-8992,  1989-2209

Ano de publicación: 2015

Volume: 8

Número: 1

Páxinas: 30-36

Tipo: Artigo

DOI: 10.1016/J.EJEPS.2015.10.004 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: European journal of education and psychology

Resumo

The programs to promote self-regulated learning in higher education are increasing. At the same time, the implementation of these programs through computer based learning environments is also rising. This paper contrasts the satisfaction of a self-regulation strategies training program implemented in two different formats, in the classroom and in a virtual environment, in order to determine if there is any difference between them. The sample consisted of 370 students from a university in the north of Spain. The results suggest greater effectiveness of the program carried out in the virtual environment. Results are discussed based on the controversy between the motivating potential of these virtual e nvironments versus the difficulties that they can add to the learning process itself.

Referencias bibliográficas

  • Allgood, W.P., Risko, V.J., Alvarez, M.C., y Fairbanks, M.M. (2000). Factors that influence study. En R.F. Flippo y D. C. Caverly (Eds.), Handbook of college reading and study strategy research (pp. 201-219). NJ: Lea.
  • Aron, A., y Aron, E.N. (1999). Statistics for psychology. Upper Saddle River, NJ: Prentice Hall.
  • Azevedo, R. (2005a). Computer environments as metacognitive tools for enhancing learning. Educational Psychologist, 40(4), 193-197.
  • Azevedo, R. (2005b). Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychologist, 40(4), 199-209.
  • Azevedo, R., Cromley, J.G., Moos, D.C., Greene, J.A., y Winters, F.I. (2011). Adaptive content and process scaffolding: A key to facilitating students’ self-regulated learning with hypermedia. Psychological Testing and Assessment Modeling, 53, 106-140.
  • Azevedo, R., Cromley, J., Fielding, I., Winters, F.I., Moos, D.C., y Greene, J.A. (2005). Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia. Instructional Science, 33, 381-412.
  • Azevedo, R., Cromley, J.G., y Seibert, D. (2004). Does adaptive scaffolding facilitate students´ ability to regulate their learning with hypermedia? Contemporary Educational Psychology 29, 344-370.
  • Bernardo, A., Fernández, E., Cerezo, R., Rodríguez, C., y Bernardo, I. (2011). Perfiles de estilos de pensamiento en estudiantes universitarios: implicaciones para el ajuste al espacio europeo de educación superior. Revista Iberoamericana de Psicología y Salud, 2(2), 145-164.
  • Brandl, K. (2005). Are you ready to "Moodle"? Language Learning & Technology, 9(2), 16-23.
  • Cerezo, R., Sánchez-Santillán, M., Rodríguez, C.,Tuero, E., y Bernardo, A. (2012). Representación a través de grafos de las huellas del proceso de aprendizaje en Moodle: una experiencia piloto en Educación Superior. Comunicación presentada en las III Jornadas Internacionales de Campus Virtuales, Oviedo, España.
  • Cerezo, R., Nuñez, J.C., Rosário, P., Valle, A., Rodríguez, S., y Bernardo, A. (2010). New Media for the promotion of self-regulated learning in higher education. Psicothema, 23(2), 306-315.
  • Dignath, C., y Buettner, G. (2008). Components of fostering selfregulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition Learning, 3, 231-264.
  • Dignath, C., Buettner, G., y Langfeldt, H.P. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review 3, 101-129.
  • Esteve, F. (2009). Bolonia y las TIC: de la docencia 1.0 al aprendizaje 2.0. La Cuestión Universitaria, 5, 59-68.
  • Fernández, E., Bernardo, A., Suárez, N., Cerezo, R., Núñez, J.C., y Rosário, P. (2013). Predicción del uso de estrategias de autorregulación en educación superior. Anales de Psicología, 29(3), 865-875.
  • Ferro, R., y Vives, M.C. (2004). Un análisis de los conceptos de efectividad, eficacia y eficiencia en psicología. Panacea, 5(16), 97-99.
  • González, J., y Wagenaar, R. (2003). Tuning Educational Structures in Europe. Informe Final. Fase Uno. Bilbao: Universidad de Deusto.
  • Graesser, A.C., McNamara, D.S., y VanLehn, K. (2005). Scaffolding Deep Comprehension Strategies Through Point&Query, AutoTutor, and iSTART. Educational Psychologist, 40(4), 225-234.
  • Hackathorn, J., Garczynski, A.M., Blankmeyer, K., Tennial, R.D., y Solomon E.D. (2011). All kidding aside: Humor increases learning at knowledge and comprehension levels. Journal of the Scholarship of Teaching and Learning, 11(4), 116-123.
  • Joo, Y.J., Lim, K.Y., y Kim, E.K. (2011). Online university students satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model. Computers and Education, 57(2), 1654-1664.
  • Kok, A. (2008). An online social constructivist tool: A secondary school experience in the developing world. Turkish Online Journal of Distance Education-TOJDE, 9(3), 87-98.
  • Lajoie, S.P., y Derry, S.J. (2013). Computers As Cognitive Tools. New Jersey: Erlbaum.
  • Lehmann, T., Hähnlein, I., y Ifenthale, D. (2014) Cognitive, metacognitive and motivational perspectives on preflection in self‑regulated online learning. Computers in Human Behavior, 32, 313-323.
  • Liaw, S.S., y Huangb, H. (2013). Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments. Computers and Education, 60(1), 14-24.
  • Light, G., Cox, R., y Calkins, S. (2009). Learning and Teaching in Higher Education: The Reflective Professional. London: SAGE Publications.
  • McMillan, J.H., y Schumacher, S. (2005). Investigación educativa. Madrid: Pearson Educación.
  • Nota, L., Soresi, S., y Zimmerman, B.J. (2004). Self-regulation and academic achievement and resilience: a longitudinal study. International Journal of Educational Research, 41(3), 198-251.
  • Núñez, J.C., Cerezo, R., González-Pienda, J.A., Rosário, P., Valle, A., Fernández, E., y Suárez, N. (2011). Implementation of training programs in self-regulated learning strategies in moodle format: Results of an experience in higher education. Psicothema, 23, 274-281.
  • Pintrich, P.R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P.R. Pintrich y M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). San Diego CA: Academic Press.
  • Pintrich, P.R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review 16(4), 385-407.
  • Quintana, C., Zhang, M., y Krajcik, J. (2005). Scaffolded software enviroments for supporting metacognitive aspects of online inquiry. Educational Psychologist, 40, 235-244.
  • Rosário, P., Núñez, J.C., y González-Pienda, J.A. (2006). Cartas do Gervásio ao seu umbigo. Coimbra: Almedina.
  • Rosário, P., Trigo, J., Nuñez, J.C., y González-Pienda, J.A. (2005). SRL Enhancing Narratives: Testas’ (Mis)adventures. Academic Exchange Quarterly, Winter, 9(4), 73-77.
  • Rosário, P., Mourão, R., Nuñez, J.C., González-Pienda, J.A., y Solano, P. (2008). Storytelling as a promoter of Self-Regulated learning (SRL) throughout schooling. In A. Valle, J.C. Nuñez, R.G. Cabanach, J.A. González-Pienda y S. Rodríguez (Eds.), Handbook of instructional resources and their applications in the classroom. NY: Nova Science.
  • Rosário, P., Mourao, R., Nuñez, J.C., González-Pienda, J.A., Solano, P., y Valle, A. (2007). Evaluating the efficacy of a program to enhance college students´ self-regulation learning processes and learning strategies. Psicothema, 19(3), 422-427.
  • Rosário, P., Núñez, J.C., González-Pienda, J.A., Valle, A., Trigo, L., y Guimarães, C. (2010). Enhancing self-regulation and approaches to learning in first-year college students: a narrative-based programme as- sessed in the Iberian Peninsula. European Journal of Psychology of Education, 25, 411-428.
  • Roseth, C.J., Saltarelli, A.J., y Glass, C.R. (2011). Effects of faceto- face and computer-mediated constructive controversy on social interdependence, motivation, and achievement. Journal of Educational Psychology, 103(4), 804-820.
  • Schraw, G., Kent, J., y Kendall, H. (2006). Promoting self-regulation in science education: metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111‑139.
  • Schwan, S., y Riempp, R. (2004). The cognitive benefits of interactive videos: Learning to tie nautical knots. Learning & Instruction, 14, 293-305.
  • Simpson, M.L., Hynd, C.R., Nist, S.L., y Burrel, K.I. (1997). College academic assistance programs and practices. Educational Psychology Review, 9(1), 39-87.
  • Soares, A.P., Almeida, L.S., y Guisande, M.A. (2011). Ambiente académico y adaptación a la universidad: un estudio con estudiantes de primer año de la Universidad de Minho. Revista Iberoamericana de Psicología y Salud, 2(1), 99-121.
  • Steffens, K. (2006). Self-Regulated Learning in Technology-Enhanced Learning Enviroments: lessons of a European peer review. European Journal of Education, 41(3/4), 353-379.
  • Suárez, N., Fernández, E., Cerezo, R., Rodríguez, C., Rosário, P., y Núñez, J.C. (2012). Tareas para casa, implicación familiar y rendimiento académico. Aula Abierta, 40(1), 73-84.
  • Suárez, N., Tuero-Herrero, E., Bernardo, A., Fernández, E., Cerezo, R., González-Pienda, J.A., y Núñez, J.C. (2012). El fracaso escolar en educación secundaria: análisis del papel de la implicación familiar. Magister: Revista de Formación del Profesorado e Investigación Educativa, 24, 49-64.
  • Tirado, R., Pérez-Rodríguez, M.A., y Aguaded, J.I. (2011). Blended elearning en universidades andaluzas. Aula Abierta, 39(2), 47‑58.
  • Vigotsky, L.S. (1984). Aprendizaje y desarrollo intelectual en la edad escolar. Infancia y Aprendizaje, 27-28, 105-116.
  • Zhan, Z., y Mei, H. (2013). Academic self-concept and social presence in face-to-face and online learning: Perceptions and effects on students' learning achievement and satisfaction across environments. Computers and Education, 69, 131-138.
  • Zhang, D., Zhou, L., Briggs, R.O., y Nunamaker, J.F. .(2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43, 15-27.
  • Zimmerman, B., y Schunk, D.H. (2013). Self-Regulated Learning and Academic Achievement: Theoretical Perspectives [Versión para lector digital]. Recuperado de http://www.taylorandfrancis. com/books/details/9780805835618
Fonte de datos: Dialnet