Diseño de un instrumento para evaluar autorregulación del aprendizaje en educación superior en modalidad blended learning.
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Date
2024
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Publisher
Universidad de Concepción
Abstract
Este estudio tiene como objetivo diseñar y evaluar las características psicométricas de un instrumento para medir la Autorregulación del Aprendizaje (ARA) en estudiantes universitarios cuyas carreras incluyen entornos de educación Blended Learning (B-L). La investigación utilizó un diseño instrumental, comenzando con un enfoque cualitativo fenomenográfico para comprender las percepciones de los estudiantes universitarios sobre la ARA en un contexto de B-L. La fase cuantitativa se centró en evaluar los indicadores de validez y confiabilidad de los factores del instrumento desarrollado.
Los participantes incluyeron a 72 estudiantes de una universidad en Concepción para la fase cualitativa y a 255 estudiantes de carreras de ciencias sociales de cinco universidades en Concepción para la fase cuantitativa. Los hallazgos cualitativos revelaron que los estudiantes perciben la ARA en contexto B-L principalmente como la gestión del tiempo y la organización del estudio utilizando diversas estrategias de planificación y ejecución. Los principales obstáculos para la ARA B-L incluyeron las distracciones tecnológicas y los materiales de aprendizaje desorganizados, mientras que los beneficios comprendieron un mejor rendimiento académico y una mayor organización.
La escala de ARA para Blended Learning (ARA-B-L) demostró una alta validez interna, consistencia interna y confiabilidad, con una estructura factorial coherente al modelo teórico planteador por Zimmerman. Las tres dimensiones principales (Planificación, Ejecución y Autoevaluación) y sus respectivas sub dimensiones reflejan adecuadamente las habilidades necesarias para la ARA en un contexto de B-L y confirman la estructura factorial teórica pero se diversifican su sub dimensiones, entregando indicadores prácticos para el desarrollo de ARA en los y las estudiantes.
En conclusión, el instrumento desarrollado (ARA-BL) es una herramienta válida y confiable para medir la ARA en entornos de educación superior Blended Learning. Las recomendaciones prácticas incluyen minimizar las distracciones tecnológicas y mejorar la organización de los materiales de aprendizaje. Se sugieren programas de formación adicionales para mejorar las habilidades de ARA entre los estudiantes de educación superior.
This study aims to design and evaluate the psychometric characteristics of an instrument for measuring Self-Regulated Learning (SRL) in higher education Blended Learning environments. The research employed an instrumental design, beginning with a qualitative phenomenographic approach to understand university students' perceptions of SRL in a Blended Learning context. The quantitative phase focused on assessing the validity and reliability indicators of the developed instrument. Participants included 72 students from a university in Concepción for the qualitative phase, and 255 students from five universities in Concepción for the quantitative phase. The qualitative findings revealed that students primarily perceive SRL as time management and study organization using various planning and execution strategies. Key obstacles to SRL included technological distractions and disorganized learning materials, while benefits comprised improved academic performance and better organization. The SRL scale for Blended Learning (SRL-B-L) demonstrated strong internal validity, internal consistency, and reliability, with a coherent factorial structure. The three main dimensions (Planning, Execution, and Self-Evaluation) and their respective subdimensions adequately reflect the necessary skills for SRL in a Blended Learning context. In conclusion, the developed SRL-B-L instrument is a valid and reliable tool for measuring SRL in higher education Blended Learning environments. Practical recommendations include minimizing technological distractions and improving the organization of learning materials. Further training programs are suggested to enhance SRL skills among higher education students.
This study aims to design and evaluate the psychometric characteristics of an instrument for measuring Self-Regulated Learning (SRL) in higher education Blended Learning environments. The research employed an instrumental design, beginning with a qualitative phenomenographic approach to understand university students' perceptions of SRL in a Blended Learning context. The quantitative phase focused on assessing the validity and reliability indicators of the developed instrument. Participants included 72 students from a university in Concepción for the qualitative phase, and 255 students from five universities in Concepción for the quantitative phase. The qualitative findings revealed that students primarily perceive SRL as time management and study organization using various planning and execution strategies. Key obstacles to SRL included technological distractions and disorganized learning materials, while benefits comprised improved academic performance and better organization. The SRL scale for Blended Learning (SRL-B-L) demonstrated strong internal validity, internal consistency, and reliability, with a coherent factorial structure. The three main dimensions (Planning, Execution, and Self-Evaluation) and their respective subdimensions adequately reflect the necessary skills for SRL in a Blended Learning context. In conclusion, the developed SRL-B-L instrument is a valid and reliable tool for measuring SRL in higher education Blended Learning environments. Practical recommendations include minimizing technological distractions and improving the organization of learning materials. Further training programs are suggested to enhance SRL skills among higher education students.
Description
Tesis presentada para optar al grado de Magíster en Psicología
Keywords
Educación superior, Aprendizaje semipresencial, Autogestión del aprendizaje