Predictive models for the detection of problems in autonomous learning in higher education students virtual modality

Validation of the GAEU-1 Acale to Assess the Learning Management of University Students

“…The self-management of learning is a process of conscious and regulated self-teaching, which occurs when there are multi-factors such as motivation, a base of previous knowledge in favor of meaningful learning, and metacognitive, social, and emotional skills to generate independent study habits. In addition, the student himself seeks to configure and organize his study environment to achieve academic objectives and autonomous learning [1][2][3]. In some studies, the self-management of learning is known as self-regulated learning, since it encompasses knowledge developed in favor of self-teaching and conscious regulation of the learning process [4].…”

“…The use of technological means and new self-regulated learning strategies has increased at the university level worldwide since the COVID-19 pandemic [5]. Despite the adaptation of teaching to a more autonomous one since the pandemic, the problems that this academic methodology has cannot be denied due to the fact that many students have difficulties in planning, executing, and monitoring their self-regulated learning processes [2,17]. It is for this reason, that it is essential to take into account the different phenomena related to the design of autonomous academic strategies, such as personality, context, and culture, that come to influence the conditions of students in order to be more active and autonomous in their learning [18].…”

“…A: Chile, B: Ecuador, and C: Whole sample.In the results, it was found that the second-order model presents good indicators, similar to the first-order three-factor model. The results in Chile were x2 (74) = 391.16, p = < 0.001, SRMR = 0.04, CFI = 0.93, RMSEA = 0.07 (0.07 -0.08). In Ecuador, x2 (74) = 362.56, p = < 0.001, SRMR = 0.04, CFI = 0.93, RMSEA = .07 (.06 -.07).…”

“…The results in Chile were x2 (74) = 391.16, p = < 0.001, SRMR = 0.04, CFI = 0.93, RMSEA = 0.07 (0.07 -0.08). In Ecuador, x2 (74) = 362.56, p = < 0.001, SRMR = 0.04, CFI = 0.93, RMSEA = .07 (.06 -.07). And in the whole sample, x2 (74) = 566.53, p = < 0.001, SRMR = 0.04, CFI = 0.94, RMSEA = 0.06 (0.06 -0.07).…”

Use of Technological Equipment for E-learning in Peruvian University Students in Times of Covid-19

“…In these times education is the most affected having to face challenges such as learning and teaching pursued by technology, which had to be addressed first in all educational institutions, thanks to technology and e-learning method it was possible to continue with education virtually with highly significant effects [8], in virtual teaching teachers seek to visualize facial expressions to be able to "judge" the learned of students to then replace the strategies in a timely manner if necessary; for this purpose different facial recognition programs were used [9], the greatest attention in education were the learning systems with the e-learning method at all levels of education, the pandemic brought more training for teachers on topics such as ICT for its application in their teaching and many managers stopped traveling for their meetings, as the e-learning methodology was imposed elegantly to organize meetings, tasks, jobs and share all kinds of knowledge and experiences about the learning and teaching process [10]. Elearning has facilitated the study and has broken barriers, its efficiency of the method depends only on the technology and the quality of the internet, but still there are places where there is no access to these technologies because of the poor quality of internet so many students from different universities could not study [11], autonomous learning was the most pronounced concept in these times of Covid-19 due to the learning and teaching with the e-learning method, the negative consequences are the great desertions, low performance and repetition of the course because the university students lacked propaedeutic training to be more autonomous in their learning process [12], as well as a survey of teachers on attitudes, competencies and measures of digital technologies in education which resulted in very high attitudes towards digital technology but low attitudes towards them [13].…”