University students’ self-regulated learning using digital technologies

Abstract

Analysing the process by which students-whether at university or not-manage and facilitate their own learning has been a recurrent educational research problem. Recently, the question arises about how the development of strategies taking place during the aforementioned process could be made easier by using technologies. In an effort to know whether university students really use digital technologies to plan, organize and facilitate their own learning, we have proposed three research questions. Which technologies do university students use to self-regulate their learning? What self-regulated learning strategies do they develop using technologies? What profiles could be identified among students based on their use of self-regulation strategies with technology? To answer these questions, the "Survey of Self-regulated Learning with Technology at the University" was designed. Information from a sample group with 711 students from various universities located in the region of Andalusia (Spain) was collected with this survey. The results indicate that university students, even when they are frequent users of digital technology, they tend not to use these technologies to regulate their own learning process. Of all technologies analysed, Internet information search and instant communication tools are used continually. In turn, the most generalised self-regulation learning strategies are those relative to social support. Nevertheless, students differ from each other regarding their use and frequency. There are groups of students who make use of self-regulation strategies when learning with technologies. In this regard, two distinctive groups of students have been identified, who show differentiated selfregulated levels.

Differentiated Reading Instruction With Technology for Advanced Middle School Students’ Reading Achievement

“…Also, students encompass diverse levels, backgrounds, interests, and instructional needs while they are expected to master the same grade-level standards (Siam & Al-Natour, 2016). Recent research shows how the development of strategies can be made more accessible by integrating technology for the use in independent, autonomous learning (Yot-Domínguez & Marcelo, 2017). As such, computer-based instruction implemented in conjunction with the general curriculum seems to be a vital resource to enhance quality instruction aimed at reaching all learners (Cook, 2005;Yang et al, 2018).…”

Pengembangan Modul Elektronik Dengan Feedback Berbasis Android Materi Suhu Dan Kalor Untuk Siswa SMA/MA

“…Hal ini mendukung perubahan dari pembelajaran berpusat pada guru menjadi berpusat pada siswa (Mihaela and Magdalena 2017) dan juga meningkatkan regulasi diri siswa (Herawati, 2017); (Yot-Domínguez & Marcelo, 2017). Pengaruh teknologi pada pendidikan telah menumbuhkan pembelajaran berbasis jaringan sehingga memudahkan kolaborasi tanpa memperdulikan jarak (Mariki, 2013); (Rahman, 2014).…”

Aprendizaje autorregulado de estudiantes universitarios: Los usos de las tecnologías digitales

“…Los ítems permiten conocer el grado de uso que los estudiantes hacen de la tecnología para aprender. El inventario fue diseñado por uno de los autores de este artículo, con el objeto de conocer si los estudiantes universitarios realmente utilizan la tecnología disponible para aprender y qué estrategias de aprendizaje autorreguladas desarrollan (Yot-Domínguez & Marcelo, 2017). De acuerdo con este, cada ítem de la encuesta fue asociado a los modelos de AAR de Zimmerman (1990), Zimmerman y Martínez-Pons (1990), Pintrich (1999a).…”

“…La consistencia interna fue de .966, dentro del rango óptimo que oscila entre 0 y 1. Este coeficiente fue algo mayor que en el estudio que inicialmente validó el instrumento, siendo la consistencia interna de .877 (Yot-Domínguez & Marcelo, 2017). Por otra parte, para contrastar la estructura interna del instrumento se aplicó la prueba del análisis factorial.…”