dc.creator | Yot Domínguez, Carmen Rocío | es |
dc.creator | Marcelo García, Carlos | es |
dc.date.accessioned | 2022-09-06T11:44:18Z | |
dc.date.available | 2022-09-06T11:44:18Z | |
dc.date.issued | 2017 | |
dc.identifier.citation | Yot Domínguez, C.R. y Marcelo García, C. (2017). University students’ self-regulated learning using digital technologies. International Journal of Educational Technology in Higher Education, 14 (38), 1-18. | |
dc.identifier.issn | 2365-9440 | es |
dc.identifier.uri | https://hdl.handle.net/11441/136793 | |
dc.description.abstract | Analysing the process by which students—whether at university or not—manage
and facilitate their own learning has been a recurrent educational research problem.
Recently, the question arises about how the development of strategies taking place
during the aforementioned process could be made easier by using technologies. In
an effort to know whether university students really use digital technologies to plan,
organize and facilitate their own learning, we have proposed three research
questions. Which technologies do university students use to self-regulate their
learning? What self-regulated learning strategies do they develop using
technologies? What profiles could be identified among students based on their use
of self-regulation strategies with technology? To answer these questions, the “Survey
of Self-regulated Learning with Technology at the University” was designed.
Information from a sample group with 711 students from various universities located
in the region of Andalusia (Spain) was collected with this survey. The results indicate
that university students, even when they are frequent users of digital technology,
they tend not to use these technologies to regulate their own learning process. Of
all technologies analysed, Internet information search and instant communication
tools are used continually. In turn, the most generalised self-regulation learning
strategies are those relative to social support. Nevertheless, students differ from each
other regarding their use and frequency. There are groups of students who make
use of self-regulation strategies when learning with technologies. In this regard, two
distinctive groups of students have been identified, who show differentiated selfregulated levels. | es |
dc.format | application/pdf | es |
dc.format.extent | 19 p. | es |
dc.language.iso | eng | es |
dc.publisher | Universitat Oberta de Catalunya | es |
dc.relation.ispartof | International Journal of Educational Technology in Higher Education, 14 (38), 1-18. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Higher education | es |
dc.subject | Self-regulated learning | es |
dc.subject | Technology | es |
dc.subject | Digital native | es |
dc.title | University students’ self-regulated learning using digital technologies | es |
dc.type | info:eu-repo/semantics/article | es |
dc.type.version | info:eu-repo/semantics/publishedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Didáctica y Organización Educativa | es |
dc.relation.publisherversion | https://dx.doi.org/10.1186/s41239-017-0076-8 | es |
dc.identifier.doi | 10.1186/s41239-017-0076-8 | es |
dc.contributor.group | Universidad de Sevilla. Grupo IDEA. | es |
dc.journaltitle | International Journal of Educational Technology in Higher Education | es |
dc.publication.volumen | 14 | es |
dc.publication.issue | 38 | es |
dc.publication.initialPage | 1 | es |
dc.publication.endPage | 18 | es |