Strengthening self-regulating processes in higher education students through web-based learning environments – wble

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dc.contributor.advisorHuertas, Adrianaspa
dc.contributor.authorZapata Zapata, Adielaspa
dc.creator.cedula11841728954spa
dc.date.accessioned2023-07-07T17:27:21Z
dc.date.available2023-07-07T17:27:21Z
dc.date.issued2019-06-26spa
dc.description.abstractThe objective of the research was to design and implement a Web-based Learning Environment (WBLE) in the psychosocial care and intervention course to strengthen self-regulating processes in higher education students’ learning. The study involved 10 students from a private university in Bogotá, Colombia. The research was of a quasi-experimental-type and to develop the study, novices interacted with a WBLE comprised of eight units. The research’s independent variable was the WBLE and the dependent variable corresponded to self-regulating development in learning, which was identified with the aid of the Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, Garcia & Mckeachie, 1993). The findings allow us to conclude that using WBLE facilitated self-regulating development in higher education students’ learning, which is evidenced by the significant differences found in the MSLQ’s subcategorieseng
dc.description.abstractEl objetivo de la investigación fue diseñar e implementar un Ambiente de Aprendizaje Basado en la Web (WBLE) en el curso de atención e intervención psicosocial para fortalecer los procesos de autorregulación en el aprendizaje de los estudiantes de educación superior. El estudio involucró a 10 estudiantes de una universidad privada en Bogotá, Colombia. La investigación fue de tipo cuasi-experimental y para desarrollar el estudio, los novatos interactuaron con un WBLE compuesto por ocho unidades. La variable independiente de la investigación fue el WBLE y la variable dependiente correspondió al desarrollo autorregulador en el aprendizaje, la cual fue identificada con la ayuda del Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, Garcia & Mckeachie, 1993). Los hallazgos permiten concluir que el uso de WBLE facilitó el desarrollo de la autorregulación en el aprendizaje de los estudiantes de educación superior, lo cual se evidencia en las diferencias significativas encontradas en las subcategorías del MSLQspa
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagíster en Educaciónspa
dc.description.degreetypeInvestigaciónspa
dc.description.notesPresencialspa
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dc.identifier.instnameinstname:Universidad Antonio Nariñospa
dc.identifier.reponamereponame:Repositorio Institucional UANspa
dc.identifier.repourlrepourl:https://repositorio.uan.edu.co/spa
dc.identifier.urihttp://repositorio.uan.edu.co/handle/123456789/8160
dc.language.isoengspa
dc.publisherUniversidad Antonio Nariñospa
dc.publisher.campusBogotá - Surspa
dc.publisher.facultyFacultad de Educaciónspa
dc.publisher.programMaestría en Educaciónspa
dc.rightsAcceso abierto
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2spa
dc.rights.licenseAttribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subjectEntorno de aprendizaje basado en la webes_ES
dc.subjectself-regulation in learninges_ES
dc.subject.ddc370es_ES
dc.subject.keywordWeb-based Learning Environmentes_ES
dc.subject.keywordself-regulation in learninges_ES
dc.titleStrengthening self-regulating processes in higher education students through web-based learning environments – wblees_ES
dc.typeTesis y disertaciones (Maestría y/o Doctorado)spa
dc.type.coarhttp://purl.org/coar/resource_type/c_bdccspa
dc.type.coarversionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.versioninfo:eu-repo/semantics/acceptedVersionspa
dcterms.audienceEspecializadaspa
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