Self-regulation of learning in times of pandemic: a viable alternative within the current educational processes
This article presents partial results of research carried out since 2019 with students of the Bachelor’s Degree in Pedagogy program at the National Pedagogical University-Morelos. Its general objective is to offer a theoretical-methodological proposal for the development of competences for the self-...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | México |
| Institución: | UNIVERSIDAD DE GUADALAJARA |
| Repositorio: | Diálogos sobre educación. Temas actuales en investigación Educativa |
| Idioma: | español |
| OAI Identifier: | oai:dialogossobreeducacion.cucsh.udg.mx:article/914 |
| Acceso en línea: | http://dialogossobreeducacion.cucsh.udg.mx/index.php/DSE/article/view/914 |
| Access Level: | acceso abierto |
| Palabra clave: | autorregulación del aprendizaje competencias de autoregulación comunidad de aprendizaje pandemia learning self-regulation self-regulation competences learning community pandemics |
| Sumario: | This article presents partial results of research carried out since 2019 with students of the Bachelor’s Degree in Pedagogy program at the National Pedagogical University-Morelos. Its general objective is to offer a theoretical-methodological proposal for the development of competences for the self-regulation of learning and the formation of a learning community within the framework of their professional training. After the emergence of COVID-19 and the scenarios created by the health contingency, an objective was defined to generate a system of strategies that allows learners to strengthen self-regulation instruments for the management of learning situations in virtual and distance teaching in the context of the learning community itself. The study involved qualitative research, and its methodological design articulates the principles of participatory action research and the genetic method proposed by the Cultural Historical Approach, which constitutes the fundamental theoretical reference of the work. The results are constructed from the problematization and active participation of the learners in the generation of alternatives, and among them the analysis of learning difficulties faced as well as mediating actions that make it possible to develop self-regulation to take on educational challenges during the pandemic stand out. |
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