Actions and achievements of self-regulated learning in personal environments. Research on students participating in the Graduate Program in Preschool Education at the University of Granada

Abstract

This paper is intended to study the self-regulated learning (SRL) process in personal learning environments (PLEs) among students participating in the Graduate Program for Preschool Education at the University of Granada (Spain). The study is focused on self-regulatory actions carried out by students, and on their self-regulated learning achievements, during the phases of action and reflection of this process. A Likert scale questionnaire was applied to a random cluster sample of the population. Descriptive and inferential statistical analyses were performed based on the collected data, as were non-parametric correlation and analysis of variance tests. The results confirm the importance of individual learning in the self-regulated process, and highlight the importance of digital tools in all three phases of self-regulation. Furthermore, the results show that teachers' suggestions are related to the use of digital tools and recording of reflections on the learning process, and establish relationships between learning management tools and cognitive and metacognitive processes. The results also permit classification of students into three subgroups, based on their achievements. Analyses are consistent with the theory that explains the cyclical nature of self-regulated learning and the influence of social relationships on individual self-regulatory processes.

Innovación y tecnología en contextos educativos

“…La personalización del aprendizaje debe darse en todos los campos del conocimiento, pues el discente activo construye sus propias metas dependiendo del contexto en el que halle, es decir, si en la actualidad se está promulgando un cambio de rol ya explicitado entre docente y discente donde quien marca el paso es el alumno, la personalización debe ir de la mano en esta nueva concepción de la E-A (Chaves, Trujillo, López y Sola, 2017).…”

Ubiquitous Educational Use of Mobile Digital Devices. A General and Comparative Study in Spanish and Latin America Higher Education

“…Furthermore, posing questions and disseminating activating exercises for formative assessment via mobile devices was reported to stimulate and activate learners in the lecture hall (Wang, Novak, & Pan, 2009). Beyond instructionist affordances, there is some mostly qualitative evidence that mobile devices lend themselves to supporting learners on the move by allowing them to capture ephemeral thoughts, in the form of audio recordings related to work situations (Wang, Wiesemes, & Gibbons, 2012), quick noting of ideas (Schepman et al, 2012;Taylor et al, 2010) and photographs as instant reminders (Pimmer, Mateescu, & Gröhbiel, 2016;Chaves-Barboza et al, 2017).…”

Self-Efficacy of Teachers in Initial Training: A Comparison between the Populations of Two Universities

“…The development and maintenance of a high self-efficacy in the training field is a way to motivate learning and encourage self-regulation in all the processes, as evidenced by the investigations that relate these variables [17][18][19][20][21][22]. The subject of self-efficacy faces learning in a critical, systematic and self-regulated way, and proactively assumes the completion of tasks and the accomplishment of their educational goals [23][24][25][26][27][28][29].…”