El Blog como Instrumento de Mejora para la Autorregulación del Aprendizaje del Estudiante Universitario

  1. Vanesa Delgado
  2. David Hortigüela
  3. Vanesa Ausín
  4. Víctor Abella
Estudios pedagógicos

ISSN: 0716-050X 0718-0705

Year of publication: 2018

Volume: 44

Issue: 2

Pages: 171-184

Type: Article

DOI: 10.4067/S0718-07052018000200171 DIALNET GOOGLE SCHOLAR

More publications in: Estudios pedagógicos

Sustainable development goals


ABSTRACT: Self-regulated learning is a determining factor in the academic performance of university students, and the use of ICT and formative assessment contributes to the development of this type of learning. This study presents an experiment carried out with students in the Early Childhood Education degree program (n = 63) who, through the use of the blog as an instrument of self-regulation of learning, enhanced the development of their reflective thinking. A rubric, designed and validated through the input of experts, was used to monitor and assess the students. Upon completing the experience, part of the A-SRL-S instrument was administered to the participating students to measure self-regulation in learning. The average qualification obtained was high. On the other hand, there were no major differences between the factors analyzed in the A-SRL-S, highlighting the level of accordance in terms of external assessment for the purpose of improvement.

Bibliographic References

  • Ausín, V. (2016). Aprendizaje Basado en Proyectos a través de las TIC. Una experiencia de innovación docente desde las aulas universitarias. Formación Universitaria. 9. 31
  • Boekaerts, M.,Pintrich, P. R.,Zeidner, M. (2005). Handbook of Self-Regulation. Elsevier. London, UK.
  • Cirit, N.Z. (2015). Assessing ELT Pre-Service Teachers via Web 2.0 Tools: Perceptions toward Traditional, Online and Alternative Assessment. Turkish Online Journal of Educational Technology. 14. 9-19
  • Correia, S. (2012). Abordagens à aprendizagem, autorregulac¸ão e motivac¸ão: convergência no desempenhoacadêmico excelente. Revista Brasileira de Orientac¸ão Profissional. 13. 153
  • Da Silva Marini, J. A. (2014). Self-regulated learning in students of pedagogy. Revista Paídeia. 24. 323
  • Davies, J. L. (1998). The Shift from Teaching to Learning: Staff Recruitment and Careers Development Policies for the Universities of the Twenty‐First Century. Higher Education in Europe. 23. 307
  • Daura, F. T. (2013). El contexto como factor del aprendizaje autorregulado en la educación superior. Educación y Educadores. 16. 109
  • From, J. (2017). Pedagogical Digital Competence Between Values, Knowledge and Skills. Higher Education Studies. 7. 43-50
  • Garello, M. V. (2013). Autorregulación del aprendizaje, feedback y transferencia de conocimiento: Investigación de diseño con estudiantes universitarios. Revista Electrónica de Investigación Educativa. 15. 131
  • Hernández, A. (2017). Autorregulación del aprendizaje en la educación superior en Iberoamérica: una revisión sistemática. Revista Latinoamericana de Psicología. 49. 146
  • Hortigüela, D. (2017). Percepción de docentes y estudiantes sobre el trabajo de la educación emocional en el aula. Contextos Educativos. 20. 27-41
  • Hortigüela, D. (2016). Influencia de la regulación del trabajo del alumnado universitario en la implicación hacia las tareas. Psychology, Society & Education. 8. 39-51
  • Hortigüela, D. (2015). Implicación y regulación del trabajo del alumnado en los sistemas de evaluación formativa en educación superior. Relieve: revista electrónica de investigación y evaluación educativa. 21. 1-5
  • Huang, H.C. (2016). tudents and the Teacher's Perceptions on Incorporating the Blog Task and Peer Feedback into EFL Writing Classes through Blogs. English Language Teaching. 9. 38-47
  • Magno, C. (2010). Assessing Academic Self-Regulated Learning among Filipino College Students: The Factor Structure and Item Fit. The International Journal of Educational and Psychological Assessment. 5. 61-76
  • Martín, P. (2017). Determinants of Students' Innovation in Higher Education. Determinants of Students' Innovation in Higher Education. 42. 1229
  • Poblete, M.,Villa, A. (2007). Aprendizaje Basado en Competencias. Una propuesta para la evaluación de competencias genéricas. Mensajero. Bilbao.
  • Pinya, C. (2016). Los blogs en la formación docente inicial. Estudios pedagógicos. 42. 223
  • Sanya, E. (2017). Analysing the Socio-Psychological Construction of Identity among Pre-Service Teachers. Journal of Education for Teaching: International Research and Pedagogy. 43. 61-70
  • Sen, S. (2016). Devising a Structural Equation Model of Relationships between Preservice Teachers' Time and Study Environment Management, Effort Regulation, Self-Efficacy, Control of Learning Beliefs, and Metacognitive Self-Regulation. Science Education International. 27. 301
  • Schoorman, D. (2016). From the "Ivory Tower" to the "University of the Poor": A Professor's Educational Journey. Urban Education. 51. 797-823
  • Schmitz, B. (2011). Self-monitoring of self-regulation during math homework behavior using standardized diaries. Metacognition and Learning. 6. 255
  • Smith, J. A. (2008). Qualitative psychology: A practical guide to research methods. Sage. London.
  • Valencia, M. (2013). Aprendizaje autorregulado, metas académicas y rendimiento en evaluaciones de estudiantes universitarios. Pensamiento Psicológico. 11. 53-70
  • Vohs, K. D.,Baumeister, R. F. (2011). Handbook of self-regulation:Research, theory, and applications. 2. The Guilford Press. New York, NY.
  • Zabalza, M.A. (2004). Diarios de clase. Un instrumento de investigación y desarrollo profesional. Narcea. Madrid.
  • Zimmerman, B. J. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology. 80. 284