Pinto Guillergua, VanessaMontoya Cantoral, ElisaGómez Carbonel, PieroGallardo Echenique, Eliana2023-01-132023-01-132022http://hdl.handle.net/20.500.11955/1048Indexado 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.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.enginfo:eu-repo/semantics/restrictedAccesshttps://creativecommons.org/licenses/by-nc-nd/4.0/AutorregulaciónEnseñanza en líneainfo:eu-repo/semantics/conferenceObjecthttps://purl.org/pe-repo/ocde/ford#5.03.01https://doi.org/10.1109/ICALTER57193.2022.9964874Proceedings of the 2022 IEEE 2nd International Conference on Advanced Learning Technologies on Education and Research, ICALTER 2022https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144161358&doi=10.1109%2fICALTER57193.2022.9964874&partnerID=40&md5=d71f9c2a01563b7c8c9de7677aa6962d