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      Autorregulación del Aprendizaje en Entornos Personales de Aprendizaje en el Grado de Educación Primaria de la Universidad de Granada, España Translated title: Self-regulated Learning in Personal Learning Environments on the Grade of Elementary Education, University of Granada, Spain

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          Abstract

          El objetivo del estudio es analizar el proceso de autorregulación del aprendizaje en entornos personales de aprendizaje. El análisis se enfoca en acciones realizadas y logros obtenidos por los estudiantes durante las fases de actuación y de reflexión de este proceso. Se aplicó un cuestionario, tipo escala Likert, a una muestra aleatoria por conglomerados del grado en Educación Primaria de la Universidad de Granada en España. Sobre los datos se realizan análisis descriptivos e inferenciales, también pruebas no paramétricas de correlaciones y de varianzas. Los resultados muestran que las herramientas digitales y los profesores son elementos importantes en el proceso de autorregulación del aprendizaje. En general, la población es exitosa en ambas fases de este proceso, también hay subgrupos de estudiantes que sobresalen por sus logros. Se concluye que el uso adecuado de las herramientas digitales del entorno personal de aprendizaje favorece la autorregulación del aprendizaje en ambas fases.

          Translated abstract

          The objective of the study is to analyze the process of self-regulation of the learning in personal learning environments. The analysis focuses on actions taken and achievements made of students during the phases of action and self-reflection of this process. A Likert scale type questionnaire was applied to a random cluster sample from the degree in Elementary Education of the University of Granada in Spain. The study performed descriptive and inferential analysis of the data, non-parametric tests of correlations and variances. The results show that digital tools and the teachers are important elements in the process of selfregulated learning. In general, the population is successful in both phases of this process. There are also subgroups of students who stand out for their achievements. It is concluded that proper use of digital tools of personal learning environment favors the self-regulation of the learning process in both phases.

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          Most cited references 36

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          A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students

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                Author and article information

                Contributors
                Role: ND
                Role: ND
                Role: ND
                Journal
                formuniv
                Formación universitaria
                Form. Univ.
                Centro de Información Tecnológica (La Serena )
                0718-5006
                2015
                : 8
                : 4
                : 63-76
                Affiliations
                [1 ] Universidad de Granada España
                Article
                S0718-50062015000400008
                10.4067/S0718-50062015000400008
                Product
                Product Information: website
                Categories
                ENGINEERING, MULTIDISCIPLINARY

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