Resumen

DIAZ MUJICA, Alejandro; PEREZ VILLALOBOS, María Victoria; GONZALEZ-PIENDA, Julio Antonio  y  NUNEZ PEREZ, José Carlos. Impact of training in self-supervised learning among university students. Perfiles educativos [online]. 2017, vol.39, n.157, pp.87-104. ISSN 0185-2698.

This paper seeks to analyze how training in self-supervised learning using the Moodle virtual platform has an impact on self-supervised learning and the perception of self-regulatory self-efficacy, by comparing two approaches: with and without teaching support. A quasi-experimental design was used, and involved 118 first-year Chilean students from three university courses selected on the basis of the similarity between their objectives and study programs. The training tackles a set of procedures compatible with the formal education context. It requires individual study for half-an-hour every week for 10 weeks. Each session is focused on a specific aspect of study planning strategies, cognitive strategies or metacognitive learning strategies. The results show that training has a positive impact on self-regulated learning, irrespective of teaching support; however, implementation with teaching support increases the perception of self-regulatory self-efficacy.

Palabras llave : Training; Learning; University; Strategy; Self-supervised; Self-efficacy; Impact.

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