El aislamiento social como escenario propicio para autorregular el aprendizaje
Self-regulation of learning became a fundamental axis for academic achievement in the midst of the social isolation caused by Covid-19. This scenario, in which the internet became for many institutions as the only means to end the academic period, provided tools, changed the role of the teacher in t...
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| Language: | spa |
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UNIVERSIDAD ANTONIO NARIÑO
2021
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| Online Access: | https://revistas.uan.edu.co/index.php/sifored/article/view/1178 |
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| author | Ponce Martínez, Elena Hortencia |
| author_facet | Ponce Martínez, Elena Hortencia |
| author_sort | Ponce Martínez, Elena Hortencia |
| collection | OJS |
| description | Self-regulation of learning became a fundamental axis for academic achievement in the midst of the social isolation caused by Covid-19. This scenario, in which the internet became for many institutions as the only means to end the academic period, provided tools, changed the role of the teacher in the teaching and learning processes and promoted in students, situations in which they had to become aware of your learning. To determine which self-regulation learning strategies used by a group from the first semester of Social Communication-Journalism from a higher education institution and their respective progress in the following academic period, a mixed methodology of a mixed explanatory sequential approach (DEXPLIS) was implemented, under which it was found that critical thinking and the regulation of metacognition as key aspects to encourage self-regulation strategies of learning within the classroom. |
| format | Digital |
| id | revistas.uan.edu.co-article-1178 |
| institution | Revista MEMORIAS SIFORED |
| language | spa |
| publishDate | 2021 |
| publisher | UNIVERSIDAD ANTONIO NARIÑO |
| record_format | ojs |
| spelling | revistas.uan.edu.co-article-11782021-12-01T06:41:05Z El aislamiento social como escenario propicio para autorregular el aprendizaje Ponce Martínez, Elena Hortencia B- learning diseño instruccional aprendizaje colaborativo metacognición Self-regulation of learning became a fundamental axis for academic achievement in the midst of the social isolation caused by Covid-19. This scenario, in which the internet became for many institutions as the only means to end the academic period, provided tools, changed the role of the teacher in the teaching and learning processes and promoted in students, situations in which they had to become aware of your learning. To determine which self-regulation learning strategies used by a group from the first semester of Social Communication-Journalism from a higher education institution and their respective progress in the following academic period, a mixed methodology of a mixed explanatory sequential approach (DEXPLIS) was implemented, under which it was found that critical thinking and the regulation of metacognition as key aspects to encourage self-regulation strategies of learning within the classroom. La autorregulación del aprendizaje se convirtió en un eje fundamental para el logro académico en medio del aislamiento social causado por el Covid-19. Este escenario, en el que internet se convirtió para muchas instituciones como el único medio para finalizar el periodo académico, facilitó herramientas, cambió el rol del profesor en los procesos de enseñanza y aprendizaje e impulsó en los estudiantes, situaciones en las que debieron hacerse conscientes de su aprendizaje. Para determinar cuáles estrategias de autorregulación de aprendizaje utilizó un grupo de primer semestre de Comunicación Social- Periodismo de una institución de educación superior y su respectivo avance en el periodo académico siguiente, se implementó una metodología mixta de enfoque secuencial explicativo mixto (DEXPLIS), bajo la cual se encontró que el pensamiento crítico y la regulación de la metacognición como aspectos claves para incentivar estrategias de autorregulación del aprendizaje dentro del aula de clases. UNIVERSIDAD ANTONIO NARIÑO 2021-12-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uan.edu.co/index.php/sifored/article/view/1178 MEMORIAS SIFORED - ENCUENTROS EDUCACIÓN UAN; Núm. 4 (2020) 2665-203X spa https://revistas.uan.edu.co/index.php/sifored/article/view/1178/939 https://creativecommons.org/licenses/by-nc-sa/4.0 |
| spellingShingle | B- learning diseño instruccional aprendizaje colaborativo metacognición Ponce Martínez, Elena Hortencia El aislamiento social como escenario propicio para autorregular el aprendizaje |
| title | El aislamiento social como escenario propicio para autorregular el aprendizaje |
| title_full | El aislamiento social como escenario propicio para autorregular el aprendizaje |
| title_fullStr | El aislamiento social como escenario propicio para autorregular el aprendizaje |
| title_full_unstemmed | El aislamiento social como escenario propicio para autorregular el aprendizaje |
| title_short | El aislamiento social como escenario propicio para autorregular el aprendizaje |
| title_sort | el aislamiento social como escenario propicio para autorregular el aprendizaje |
| topic | B- learning diseño instruccional aprendizaje colaborativo metacognición |
| topic_facet | B- learning diseño instruccional aprendizaje colaborativo metacognición |
| url | https://revistas.uan.edu.co/index.php/sifored/article/view/1178 |
| work_keys_str_mv | AT poncemartinezelenahortencia elaislamientosocialcomoescenariopropicioparaautorregularelaprendizaje |
