Accomplishments in Learning Self-Regulation in Personal Environments

Abstract

This article aims to analyze the accomplishments in learning self-regulation from a student population in personal learning environments. A Likert scale-like questionnaire is applied to a random cluster sample of students from the Pedagogy, Social Education and Psychopedagogy degrees from the University of Granada, Spain. Descriptive or inferential analyses are carried out along the research in order to characterize the population. Additionally, Kendall's correlation coefficients are calculated and interpreted to define the relations among students' accomplishments. Finally, Kruskal-Wallis H tests are performed to ascertain through analysis of variance if the variable degree influences such accomplishments. The results show that the students from these three degrees set goals, perform tasks in an organized manner, accomplish extra work on time, meet the deadlines to hand in the class-work, and reflect on their learning. Pedagogy presents the highest relation between achieving an appropriate period of time to perform the tasks and carrying out their extra work on time. Social Education shows a smaller number of students and less intensity when meeting the deadlines to hand in the classwork. The students from Psychopedagogy have the highest accomplishments in reading the whole material suggested by the teacher. The research concludes that, although there are some variations among these three degrees, they are homogeneous in the majority of the variables studied here. The students succeeded in learning selfregulation; however, it is necessary to reinforce the time planning, the reading of the material suggested by the teacher, enhancement of knowledge, and complementary research. One student subgroup is distinguished for its accomplishments in task organization and performance, while other groups excel for deepening their understanding of the units and metacognition.

Entornos personales de aprendizaje (PLE) en el Grado de

“…Cabe hacer notar que estos estudios no son los únicos entusiastas promotores y defensores de las ventajas y potenciales del PLE como elemento educativo (Gallego-Arrufat & Chaves-Barboza, 2014;Halimi, Seridi-Bouchelaghem & FaronZucker, 2014;Kop, & Fournier, 2013;Marín, Negre, & Pérez, 2014;Rahimi, Van den Berg, & Veen, 2015;Ros et al, 2013;Salehi, Kamalabadi, & Ghoushchi, 2013), no solo para la educación inicial superior (Chaves-Barboza, Trujillo-Torres, & López-Núñez, 2015;Marín, Salinas, &, de Benito, 2014;Rodríguez, & López, 2013), sino también para el desarrollo profesional (Rahimi, Van den Berg, & Veen, 2013), la educación de nivel primario Gil, 2012;Honegger, & Neff, 2010) y de nivel secundario (Chaves, 2016;Ricoy, & Couto, 2010). Entre las ventajas destacan la gran flexibilidad y facilidad de uso, las posibilidades de personalización y de adecuación, el acceso que brinda a ilimitadas herramientas web 2.0, el potencial que tienen para el trabajo colaborativo y las relaciones sociales, el papel activo que otorga al sujeto de formación, así como el énfasis que da al desarrollo de su propia responsabilidad y control, y la posibilidades que ofrecen para la educación formal, no formal e informal.…”