Perceived self-regulation as a predictor of resource use in Moodle
Self-regulated learning involves reflecting on the use of educational resources to manage what, when, how, with whom, and why to learn. Thus, this study investigated the relationship between students’ perceptions regarding the planning, execution and self-evaluation of learning and the selection of...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Fundação Carlos Chagas (FCC) |
| Repositorio: | Cadernos de Pesquisa (Fundação Carlos Chagas. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.publicacoes.fcc.org.br:article/6279 |
| Acceso en línea: | https://publicacoes.fcc.org.br/cp/article/view/6279 |
| Access Level: | acceso abierto |
| Palabra clave: | Autorregulación Moodle Medios de Enseñanza Tecnología de la Educación Autorégulation Moyen d’Enseignement Technologie de l’Éducation Self-Regulation Teaching Resources Educational Technology Autorregulação Meios de Ensino Tecnologia Educacional |
| Sumario: | Self-regulated learning involves reflecting on the use of educational resources to manage what, when, how, with whom, and why to learn. Thus, this study investigated the relationship between students’ perceptions regarding the planning, execution and self-evaluation of learning and the selection of Moodle resources and activities. A total of 438 middle school students (grades 7-9) responded to the Inventory of Resources and Activities in Moodle Environments and to the Inventory of Self-regulated Learning in Moodle Environments. A regression analysis showed that the students’ perception about the planning, execution and self-evaluation of learning predicted the selection of resources and activities pertaining to information availability and work accomplishment, but not to collaboration/interaction in all phases of work regulation. |
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