scholarly journals Referentes para la orientación del aprendizaje desde la perspectiva del aprendizaje autorregulado

2014 ◽  
Vol 17 (1) ◽  
pp. 19 ◽  
Author(s):  
José Manuel Suárez Riveiro ◽  
Daniel Anaya Nieto ◽  
Ana Patricia Fernández Suárez
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Theoretical Basis ◽  
Current Investigation ◽  
Learning To Learn ◽  
Self Regulated Learning ◽  
Environment Variables ◽  
Regulated Learning ◽  
Near Future

RESUMENDurante los últimos años ha surgido el concepto de Aprendizaje Autorregulado (AAR) generando una línea de investigación que pretende aunar los conocimientos y experiencia existentes en relación  con  las  variables  cognitivas,  afectivo-motivacionales  y  del  entorno  de  aprendizaje"  Dicho constructo, pese  a estar todavía en proceso de definición y explicación, puede proporcionar una buena base teórica para la comprensión y evaluación del proceso de aprendizaje de los estudiantes" En este sentido, pretendemos destacar los grandes rasgos que van a conducir en el futuro a la elaboración de recursos dirigidos a su evaluación" Así, en este trabajo presentamos sus principales características, componentes, líneas actuales de investigación e instrumentos que se sitúan próximos a su evaluación" Con todo ello, se pretende ayudar al desarrollo de los estudiantes, desde los centros  educativos,  en  lo  que  tradicionalmente  se  ha  venido  denominando  como  "aprender  a aprender."ABSTRACTThe concept of self-regulated learning has emerged during the last years generating an investigationline which tries to join the knowlege and investigation on cognitive, affective-motivational and learning environment variables. This construct, althought being under a process of definition and explanation, can provide a good theoretical basis for the understanding and evaluation of students’ learning process. In this way, we try to underline the main features which in the near future will lead us to theelaboration of resources for its evaluation. Thus, in this work we present its main characteristics, components, current investigation lines and instruments near its evaluation. All in all, we try to help stu-dents development, in educational centres, of what traditionally has been called "“learning to learn”".

scholarly journals Review on self-regulated learning in smart learning environment

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Yusufu Gambo ◽  
Muhammad Zeeshan Shakir
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Quantitative Methods ◽  
Theoretical Perspective ◽  
The Self ◽  
Design Tools ◽  
Smart Learning Environment ◽  
Self Regulated Learning ◽  
Smart Learning ◽  
Regulated Learning

AbstractDespite the increasing use of the self-regulated learning process in the smart learning environment, understanding the concepts from a theoretical perspective and empirical evidence are limited. This study used a systematic review to explore models, design tools, support approaches, and empirical research on the self-regulated learning process in the smart learning environment. This review revealed that there is an increasing body of literature from 2012 to 2020. The analysis shows that self-regulated learning is a critical factor influencing a smart learning environment’s learning process. The self-regulated learning components, including motivation, cognitive, metacognitive, self-efficiency, and metacognitive components, are most cited in the literature. Furthermore, self-regulated strategies such as goal setting, helping-seeking, time management, and self-evaluation have been founded to be frequently supported in the literature. Besides, limited theoretical models are designed to support the self-regulated learning process in a smart learning environment. Furthermore, most evaluations of the self-regulated learning process in smart learning environment are quantitative methods with limited mixed methods. The design tools such as visualization, learning agent, social comparison, and recommendation are frequently used to motivate students’ learning engagement and performance. Finally, the paper presents our conclusion and future directions supporting the self-regulated learning process in the smart learning environment.

scholarly journals HUBUNGAN ANTARA SELF REGULATED LEARNING DENGAN PROKRASTINASI AKADEMIK PADA MAHASISWA PENDIDIKAN KIMIA DI MASA PANDEMI COVID-19

EDUSAINS ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 252-258
Author(s):  
Arivia Monique Rizkyani ◽  
Tonih Feronika ◽  
Nanda Saridewi
Keyword(s):  
Learning Process ◽  
Random Sampling ◽  
Chemistry Education ◽  
Correlation Technique ◽  
Research Approach ◽  
Stratified Random Sampling ◽  
Academic Procrastination ◽  
Education Students ◽  
Self Regulated Learning ◽  
Regulated Learning

RELATIONSHIP BETWEEN SELF REGULATED LEARNING AND ACADEMIC PROCRASTINATION IN CHEMISTRY EDUCATION STUDENTS IN THE COVID-19 PANDEMIC  AbstractThe world, including Indonesia, is being hit by the covid-19 outbreak, making students adapt to a new learning process, namely online. Students need self-regulated learning to direct the learning process to achieve optimal learning goals and suppress the level of academic procrastination experienced by students during the covid-19 pandemic. This study aims to determine the relationship between self-regulated learning and academic procrastination in Chemistry Education students during the covid-19 pandemic. This study uses a correlational method with a quantitative research approach. This study's population was 210 students of Chemistry Education class 2017, 2018, and 2019 with a sample size of 68 students who were determined using the proportional stratified random sampling technique. The instruments used were self-regulated learning questionnaires, academic procrastination questionnaires, and interviews. The product-moment correlation technique is used to test the hypothesis. The results obtained a correlation coefficient value of -0.409 with a significance of 0.001, so it can be said that there is a negative and significant relationship between self-regulated learning and academic procrastination in  Chemistry Education students during the covid-19 pandemic.  Abstrak Saat ini dunia termasuk Indonesia sedang dilanda wabah covid-19 yang membuat mahasiswa harus beradaptasi dengan proses pembelajaran baru yakni melalui daring. Mahasiswa membutuhkan kemampuan self regulated learning untuk mengarahkan proses belajar dalam mencapai tujuan pembelajaran yang optimal serta untuk menekan tingkat prokrastinasi akademik yang dialami mahasiswa pada masa pandemi covid-19. Penelitian ini. bertujuan untuk. mengetahui. hubungan antara. self regulated.learning dengan. Prokrastinasi. akademik pada mahasiswa. Pendidikan Kimia di.masa pandemi covid-19. Penelitian ini menggunakan metode korelasional dengan pendekatan penelitian kuantitatif. Populasi penelitian ini adalah mahasiswa Pendidikan Kimia angkatan 2017, 2018, dan 2019 berjumlah 210 mahasiswa dengan jumlah sampel sebanyak 68 mahasiswa yang ditentukan menggunakan teknik proportional stratified random sampling. Instrumen yang digunakan berupa angket self regulated learning, angket prokrastinasi akademik, dan wawancara. Teknik korelasi product moment digunakan untuk menguji hipotesis. Hasil penelitian diperoleh nilai .koefisien korelasi sebesar. – 0,409 dengan. signifikansi 0,001 sehingga.dapat dikatakan bahwa terdapat hubungan.negatif dan signifikan.antara self. regulated. learning dengan prokrastinasi akademik pada. mahasiswa Pendidikan Kimia di.masa pandemi covid-19. 

Sign in / Sign up

Export Citation Format

Share Document