Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)Huertas, AdrianaZapata Zapata, Adiela2023-07-072023-07-072019-06-26http://repositorio.uan.edu.co/handle/123456789/8160The 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 subcategoriesEl 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 MSLQengAcceso abiertoEntorno de aprendizaje basado en la webself-regulation in learning370Tesis y disertaciones (Maestría y/o Doctorado)Web-based Learning Environmentself-regulation in learninginfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Alt, D. (2018). Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms, Teaching and Teacher Education, Volume 73, Pages 141-150, ISSN 0742- 051X,https://doi.org/10.1016/j.tate.2018.03.020.Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248-287.Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248-287.Biswas, G. (2015). From Design to Implementation to Practice a Learning by Teaching System: Betty’s Brain. International Journal of Artificial Intelligence in Education. 26. 10.1007/s40593-015-0057-9.;Boekaerts, M. (1997). Self-regulated Learning: A new concept embraced by research, policy, makers, educators, teachers, and students. Learning and Instruction, 7 (2), 161-186Boulton, C., Kent C., & Parker, H. (2018). Virtual learning environment engagement and learning outcomes at a ‘bricks-and-mortar’ university, Computers & Education, Volume 126, Pages 129-142, ISSN 0360-1315, DOI:10.1016/j.compedu.2018.06.031Campbell, D., & Stanley, J. (1995). Diseños experimentales y cuasiexperimentales investigación social. ISBN en 950-518-042- la X. Retrieved from: https://knowledgesociety.usal.es/sites/default/files/campbell-stanley- disec3b1os- experimentales-y-cuasiexperimentales-en- la- investigacic3b3n-social.pdfDillenbourg, P., & Schneider, D., & Synteta, P. (2014). Virtual Learning Environments. Proceedings of the 3rd Hellenic Conference Information & Communication Technologies in Education.Ghavifekr, S., & Rosdy, W.A.W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science (IJRES), 1(2), 175-191.Gutman, M. & Kramarski (2017). Immediate and Long-Term Effects of “Learning by Teaching” on Knowledge of Cognition. Journal of Education and Learning. 6. 1-11. 10.5539/jel.v6n4p1.instname:Universidad Antonio Nariñoreponame:Repositorio Institucional UANrepourl:https://repositorio.uan.edu.co/