Self-Regulated Learning of University Students: The Uses of Digital Technologies
Authors
Detalles
Published
2019-06-14
Abstract
During the past years, the use of technology has become more frequent among people by the advantages and facilities offered. Through it, we acquire knowledge and develop digital skills that we use for our benefit. Students are more aware of the processes that take place to organize and dominate their own learning with the use of technologies. The objective of our research is to know to what extent university students use technology to self-regulate their learning. We mean by self-regulated learning to the way in which students are able to plan, direct, take advantage and set their own goals to dominate their own learning and applying the knowledge in different contexts. The method used was type questionnaire surveys to one hundred and forty students of the University of Seville in Spain and one hundred and fifty students from different universities in the Dominican Republic who belong to distinct careers, where 59% of them were women, and 41% percent were men. The results showed that, although the use of technological resources such as online courses, search for information on the web, share information with professors and classmates, benefit students; it is not a determining factor to regulate their learning, rather, they need processes related to Metacognition, the environment where students develop and the activities they do inside and outside the classroom.
Keywords
self-regulated learning
digital technology
learning strategies
self-efficacy
How to Cite
Marcelo, C., & Rijo, D. (2019). Self-Regulated Learning of University Students: The Uses of Digital Technologies. RECIE. Revista Caribeña De Investigación Educativa, 3(1), 62–81. https://doi.org/10.32541/recie.2019.v3i1.pp62-81
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References
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Bennett, S. J., Maton, K. A., & Kervin, L. K. (2008). The “digital natives” debate: a critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786. https://doi.org/10.1111/j.1467-8535.2007.00793.x
Bernacki, M. L., Aguilar, A. C., & Byrnes, J. P. (2011). Self-regulated learning and technologyenhanced learning environments: An opportunity-propensity analysis. In G. Dettori & D. Persico (Eds.), Fostering self-regulated learning through ICT (pp.1–26). Hersey, P.A: IGI Global Publishers.
Bouhnik, D., & Deshen, M.(2014).WhatsApp Goes to School: Mobile Instant Messaging between Teachers and Students. Journal of Information Technology Education: Research, (13), 217-231.
Cassidy, S. (2011). Self-regulated learning in higher education: Identifying key component processes. Studies in Higher Education, 36(8), 989–1000.
Chaves, E., Trujillo, J. M., & Lo?pez, J. A. (2016). Acciones para la autorregulacio?n del aprendizaje en entornos personales. Pi?xel-Bit. Revista de Medios y Educacio?n, (48), 67-82. https://doi.org/10.12795/pixelbit.2016.i48.05
Dabbagh, N., & Kitsantas, A. (2013). Using learning management systems as metacognitive tools to support self-regulation in higher education contexts. In International handbook of metacognition and learning technologies (pp.197-211). New York, NY: Springer.
Dettori, G., & Persico, D. (2015). Supporting Self-Regulated Learning with ICT. Encyclopedia of Information and Communication Technology, 735–741.
Feiman, S., & Buchmann, M. (1983). Pitfall of experience in teacher preparation. Michigan: Institute for Research on Teaching. Retrieved from https://bit.ly/2X325kv
Hofer, B. K., & Yu, S. L. (1993). Teaching Self-Regulated Learning Through a “Learning to Learn” Course. Teaching of Psychology, 30(1), 30–33. https://doi.org/10.1207/s15328023top3001_05
Järvelä, S. (2015). El papel de la investigación sobre aprendizaje autorregulado en el desarrollo del aprendizaje colaborativo asistido por ordenador. Infancia y Aprendizaje, 38(2), 279–294. https://doi.org/10.1080/02103702.2015.1016747.
Järvenoja, H., Järvela, S., & Malmberg, J. (2015). Understanding regulated learning in situative and contextual fremworks. Educational Psychologist, 50(3), 204-219. https://doi.org/ 10.1080/00461520.2015.1075400
Jones, C., Ramanau, R., Cross, S., & Healing, G. (2010). Net generation or Digital Natives: Is there a distinct new generation entering university? Computers & Education, 54(3), 722–732. https://doi.org/10.1016/j.compedu.2009.09.022
Kennedy, G. E., Judd, T. S., Churchward, A., Gray, K., & Krause, K. L. (2008). First year students’ experiences with technology: Are they really digital natives? Australasian Journal of Educational Technology, 24(1), 108-122. http://dx.doi.org/10.14742/ajet.v24i1.1233
Kingsbury, M. (2015). Encouraging independent learning. In H. Fry, S. Ketteridge & S. Marshal (Eds.), A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice (pp. 169-179). New York: Routledge.
Kitsantas, A. (2013). Fostering college students’ self-regulated learning with learning technologies. Hellenic Journal of Psychology, 10, 235–252.
Kitsantas, A., & Dabbagh, N. (2010). Learning to Learn with Integrative Learning Technologies (ILT): A Practical Guide for Academic Success. Charlotte, N.C.: Information Age Publishing.
Lai, Ch., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317-335. https://doi.org/10.1080/09588221.2011.568417
Livingstone, S., & Bober, M. (2004). Taking up online opportunities? children’s uses of the internet for education, communication and participation. E-Learning and Digital Media, 1(3), 395–419. https://doi.org/10.2304/elea.2004.1.3.5
Matzat, U., & Vrieling, E. M. (2016). Self-regulated learning and social media – a ‘natural alliance’? Evidence on students’ self-regulation of learning, social media use, and student–teacher relationship. Learning, Media and Technology, 41(1), 73–99. https://doi.org/10.1080/17439884.2015.1064953
McLoughlin, C., & Lee, M. J. W. (2010). Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28–43. https://doi.org/10.14742/ajet.1100
Mirriahi, N., & Alonzo, D. (2015). Shedding Light on Students’ Technology Preferences: Implications for Academic Development. Journal of University Teaching & Learning Practice, 12(1), 1-14.
Muñoz, M. M., Fragueiro, M. S., & Ayuso, M. J. (2013). La importancia de las redes sociales en el ámbito educativo. Escuela Abierta, (16), 91–104.
Naso, F., Balbi, M. L., Di Grazia, N., & Peri, J. A. (2012). La importancia de las Redes sociales en el ámbito educativo. Trabajo presentado en VII Congreso de Tecnología en Educación y Educación en Tecnología, Buenos Aires, Argentina.
Nocito Muñoz, G. (2013). Autorregulación del aprendizaje de alumnos de grado: Estudio de caso. Madrid: Universidad Complutense de Madrid.
Panadero, E., & Alonso-Tapia, J. (2014). ¿ Cómo autorregulan nuestros alumnos? Modelo de Zimmerman sobre estrategias de aprendizaje. Anales de Psicología/Annals of Psychology, 30(2), 450-462. https://doi.org/10.6018/analesps.30.2.167221
Pintrich, P. R. (1999a). Taking control of research on volitional control: Challenges for future theory and research. Learning and Individual Differences, 11(3), 335–354. https://doi.org/10.1016/S1041-6080(99)80007-7
Pintrich, P. R. (1999b). The role of motivation in promoting and sustaining selfregulated learning. International Journal of Educational Research, 31(6), 459–470. https://doi.org/10.1016/S0883-0355(99)00015-4
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816
Steffens, K., & Underwood, J. (2008). Self-regulated learning in a digital world. Special Issue: Self-Regulated Learning in a Digital World., 17(3), 167–170. https://doi.org/10.1080/14759390802383736
Suárez, J. M., & Fernández, A. P. (2011a). Evaluación de las estrategias de autorregulación afectivo-motivacional de los estudiantes: Las EEMA-VS. Anales de Psicología/Annals of Psychology, 27(2), 369-380.
Suárez, J. M., & Fernández, A. P. (2011b). A model of how motivational strategies related to the expectative component affect cognitive and metacognitive strategies. Electronic Journal of Research in Educational Psychology, 9(2), 641-658.
Valenzuela, R. (2013). Las redes sociales y su aplicación en la educación. Revista Digital Universitaria, 14(4), 1–14.
Valqui Zuta, E. (2008). Aprendizaje autorregulado y rendimiento académico en estudiantes de la especialidad de Ingeniería Industrial de la Universidad Tecnológica del Perú (Tesis de maestría). Universidad Nacional Mayor de San Marcos.
Virtanen, P., & Nevgi, A. (2010). Disciplinary and gender differences among higher education students in self-regulated learning strategies. Educational Psychology, 30(3), 323–347. https://doi.org/10.1080/01443411003606391
Yang, M., Kim, J., & Korea, S. (2014). Correlation between Digital Literacy and Self- Regulated Learning Skills of Learners in University E-Learning Environment Research results. Advanced Science and Technology Letters, 71, 80–83.
Yot-Domínguez, C., & Marcelo, C. (2017). University students’ self-regulated learning using digital technologies. International Journal of Educational Technology in Higher Education, 14(1), 38.
https://doi.org/10.1186/s41239-017-0076-8
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339. https://doi.org/10.1037/0022-0663.81.3.329
Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501_2
Zimmerman, B. J. (2008). Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909
Zimmerman, B. J. y Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3), 284–290. https://doi.org/10.1037/0022-0663.80.3.284
Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds), Handbook of metacognition in education (pp. 299-315). New York, NY: Routledge/Taylor & Francis Group.
Barnard-Brak, L., Paton, V. O., & Lan, W. Y. (2010). Profiles in self-regulated learning in the online learning environment. The International Review of Research in Open and Distance Learning, 11(1), 1–11. https://doi.org/10.19173/irrodl.v11i1.769
Beall, M. L., Gill-Rosier, J., Tate, J., & Matten, A. (2008). State of the Context: Listening in Education. International Journal of Listening, 22(2), 123–132. https://doi.org/10.1080/10904010802174826
Beishuizen, J., & Steffens, K. (2011). A conceptual framework for research on self-regulated learning. In R. Carneiro, P. Lefrere, K. Steffens & J. Underwood. (Eds.), Self-regulated Learning in Technology Enhanced Learning Environments (pp. 3–19). The Netherlands: Sense Publishers.
Bennett, S. J., Maton, K. A., & Kervin, L. K. (2008). The “digital natives” debate: a critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786. https://doi.org/10.1111/j.1467-8535.2007.00793.x
Bernacki, M. L., Aguilar, A. C., & Byrnes, J. P. (2011). Self-regulated learning and technologyenhanced learning environments: An opportunity-propensity analysis. In G. Dettori & D. Persico (Eds.), Fostering self-regulated learning through ICT (pp.1–26). Hersey, P.A: IGI Global Publishers.
Bouhnik, D., & Deshen, M.(2014).WhatsApp Goes to School: Mobile Instant Messaging between Teachers and Students. Journal of Information Technology Education: Research, (13), 217-231.
Cassidy, S. (2011). Self-regulated learning in higher education: Identifying key component processes. Studies in Higher Education, 36(8), 989–1000.
Chaves, E., Trujillo, J. M., & Lo?pez, J. A. (2016). Acciones para la autorregulacio?n del aprendizaje en entornos personales. Pi?xel-Bit. Revista de Medios y Educacio?n, (48), 67-82. https://doi.org/10.12795/pixelbit.2016.i48.05
Dabbagh, N., & Kitsantas, A. (2013). Using learning management systems as metacognitive tools to support self-regulation in higher education contexts. In International handbook of metacognition and learning technologies (pp.197-211). New York, NY: Springer.
Dettori, G., & Persico, D. (2015). Supporting Self-Regulated Learning with ICT. Encyclopedia of Information and Communication Technology, 735–741.
Feiman, S., & Buchmann, M. (1983). Pitfall of experience in teacher preparation. Michigan: Institute for Research on Teaching. Retrieved from https://bit.ly/2X325kv
Hofer, B. K., & Yu, S. L. (1993). Teaching Self-Regulated Learning Through a “Learning to Learn” Course. Teaching of Psychology, 30(1), 30–33. https://doi.org/10.1207/s15328023top3001_05
Järvelä, S. (2015). El papel de la investigación sobre aprendizaje autorregulado en el desarrollo del aprendizaje colaborativo asistido por ordenador. Infancia y Aprendizaje, 38(2), 279–294. https://doi.org/10.1080/02103702.2015.1016747.
Järvenoja, H., Järvela, S., & Malmberg, J. (2015). Understanding regulated learning in situative and contextual fremworks. Educational Psychologist, 50(3), 204-219. https://doi.org/ 10.1080/00461520.2015.1075400
Jones, C., Ramanau, R., Cross, S., & Healing, G. (2010). Net generation or Digital Natives: Is there a distinct new generation entering university? Computers & Education, 54(3), 722–732. https://doi.org/10.1016/j.compedu.2009.09.022
Kennedy, G. E., Judd, T. S., Churchward, A., Gray, K., & Krause, K. L. (2008). First year students’ experiences with technology: Are they really digital natives? Australasian Journal of Educational Technology, 24(1), 108-122. http://dx.doi.org/10.14742/ajet.v24i1.1233
Kingsbury, M. (2015). Encouraging independent learning. In H. Fry, S. Ketteridge & S. Marshal (Eds.), A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice (pp. 169-179). New York: Routledge.
Kitsantas, A. (2013). Fostering college students’ self-regulated learning with learning technologies. Hellenic Journal of Psychology, 10, 235–252.
Kitsantas, A., & Dabbagh, N. (2010). Learning to Learn with Integrative Learning Technologies (ILT): A Practical Guide for Academic Success. Charlotte, N.C.: Information Age Publishing.
Lai, Ch., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317-335. https://doi.org/10.1080/09588221.2011.568417
Livingstone, S., & Bober, M. (2004). Taking up online opportunities? children’s uses of the internet for education, communication and participation. E-Learning and Digital Media, 1(3), 395–419. https://doi.org/10.2304/elea.2004.1.3.5
Matzat, U., & Vrieling, E. M. (2016). Self-regulated learning and social media – a ‘natural alliance’? Evidence on students’ self-regulation of learning, social media use, and student–teacher relationship. Learning, Media and Technology, 41(1), 73–99. https://doi.org/10.1080/17439884.2015.1064953
McLoughlin, C., & Lee, M. J. W. (2010). Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28–43. https://doi.org/10.14742/ajet.1100
Mirriahi, N., & Alonzo, D. (2015). Shedding Light on Students’ Technology Preferences: Implications for Academic Development. Journal of University Teaching & Learning Practice, 12(1), 1-14.
Muñoz, M. M., Fragueiro, M. S., & Ayuso, M. J. (2013). La importancia de las redes sociales en el ámbito educativo. Escuela Abierta, (16), 91–104.
Naso, F., Balbi, M. L., Di Grazia, N., & Peri, J. A. (2012). La importancia de las Redes sociales en el ámbito educativo. Trabajo presentado en VII Congreso de Tecnología en Educación y Educación en Tecnología, Buenos Aires, Argentina.
Nocito Muñoz, G. (2013). Autorregulación del aprendizaje de alumnos de grado: Estudio de caso. Madrid: Universidad Complutense de Madrid.
Panadero, E., & Alonso-Tapia, J. (2014). ¿ Cómo autorregulan nuestros alumnos? Modelo de Zimmerman sobre estrategias de aprendizaje. Anales de Psicología/Annals of Psychology, 30(2), 450-462. https://doi.org/10.6018/analesps.30.2.167221
Pintrich, P. R. (1999a). Taking control of research on volitional control: Challenges for future theory and research. Learning and Individual Differences, 11(3), 335–354. https://doi.org/10.1016/S1041-6080(99)80007-7
Pintrich, P. R. (1999b). The role of motivation in promoting and sustaining selfregulated learning. International Journal of Educational Research, 31(6), 459–470. https://doi.org/10.1016/S0883-0355(99)00015-4
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816
Steffens, K., & Underwood, J. (2008). Self-regulated learning in a digital world. Special Issue: Self-Regulated Learning in a Digital World., 17(3), 167–170. https://doi.org/10.1080/14759390802383736
Suárez, J. M., & Fernández, A. P. (2011a). Evaluación de las estrategias de autorregulación afectivo-motivacional de los estudiantes: Las EEMA-VS. Anales de Psicología/Annals of Psychology, 27(2), 369-380.
Suárez, J. M., & Fernández, A. P. (2011b). A model of how motivational strategies related to the expectative component affect cognitive and metacognitive strategies. Electronic Journal of Research in Educational Psychology, 9(2), 641-658.
Valenzuela, R. (2013). Las redes sociales y su aplicación en la educación. Revista Digital Universitaria, 14(4), 1–14.
Valqui Zuta, E. (2008). Aprendizaje autorregulado y rendimiento académico en estudiantes de la especialidad de Ingeniería Industrial de la Universidad Tecnológica del Perú (Tesis de maestría). Universidad Nacional Mayor de San Marcos.
Virtanen, P., & Nevgi, A. (2010). Disciplinary and gender differences among higher education students in self-regulated learning strategies. Educational Psychology, 30(3), 323–347. https://doi.org/10.1080/01443411003606391
Yang, M., Kim, J., & Korea, S. (2014). Correlation between Digital Literacy and Self- Regulated Learning Skills of Learners in University E-Learning Environment Research results. Advanced Science and Technology Letters, 71, 80–83.
Yot-Domínguez, C., & Marcelo, C. (2017). University students’ self-regulated learning using digital technologies. International Journal of Educational Technology in Higher Education, 14(1), 38.
https://doi.org/10.1186/s41239-017-0076-8
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339. https://doi.org/10.1037/0022-0663.81.3.329
Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501_2
Zimmerman, B. J. (2008). Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909
Zimmerman, B. J. y Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3), 284–290. https://doi.org/10.1037/0022-0663.80.3.284
Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds), Handbook of metacognition in education (pp. 299-315). New York, NY: Routledge/Taylor & Francis Group.
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