Self-regulation in academic work of distance education students
Pinto Guillergua, Vanessa
Montoya Cantoral, Elisa
Gómez Carbonel, Piero
Gallardo Echenique, Eliana
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This study describes the perception of self-regulation for the planning of academic work in distance education students. Its approach is qualitative with a phenomenological interpretive design because it analyzes the phenomenon of student self-regulation to start and finish academic work in virtual environments. 8 students from a higher education institute were interviewed. It was evidenced that students plan their activities according to the level of difficulty, which increases their self-efficacy and responsibility in decision-making in this modality. In addition, they have identified the development of self-regulation of their learning and valued the teaching presence in their learning environment.
Indexado en Scopus.El texto completo de este trabajo no está disponible en el Repositorio Institucional UNIFE. Deberá acceder por el DOI ó URL de la casa editorial externa.2nd IEEE International Conference on Advanced Learning Technologies on Education and Research, ICALTER 2022. 16 -19 November 2022.