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Diseño de tareas para promover aprendizaje autorregulado en la universidad
| dc.contributor.author | Valencia Serrano, Marcela | |
| dc.date.accessioned | 2020-11-13T15:59:40Z | |
| dc.date.available | 2020-11-13T15:59:40Z | |
| dc.date.issued | 2020-08-04 | |
| dc.identifier.citation | Valencia-Serrano, M. (2020). Diseño de tareas para promover aprendizaje autorregulado en la universidad. Educación y Educadores, 23(2), 267-290. https://doi.org/10.5294/edu.2020.23.2.6 | es_CO |
| dc.identifier.issn | 0123-1294 | |
| dc.identifier.other | https://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/11907 | |
| dc.identifier.other | https://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/11907/5899 | |
| dc.identifier.uri | http://hdl.handle.net/10818/44317 | |
| dc.description | 24 páginas | es_CO |
| dc.description.abstract | El objetivo del artículo es proponer pautas para el diseño e implementación de tareas académicas que favorezcan el aprendizaje autorregulado en estudiantes universitarios. Las pautas toman en cuenta dos ejes: la estructura y la evaluación de la tarea. En cuanto la estructura, se presentan pautas relacionadas con los objetivos, las consignas y el valor y promoción de la autonomía en la tarea para favorecer la autorregulación de los estudiantes. En la evaluación de la tarea se aborda el rol de los criterios de evaluación, la retroalimentación y los espacios de autoevaluación. Como conclusión se hace evidente la necesidad y conveniencia de la formación de los docentes en estrategias que favorezcan el aprendizaje autorregulado, a partir de las pautas propuestas en este trabajo, así como de seguir demostrando empíricamente la efectividad de estas pautas en procesos específicos del aprendizaje autorregulado. | spa |
| dc.description.abstract | This article intends to propose guidelines for the design and implementation of academic tasks that favor self-regulated learning in university students. These guidelines consider two themes: task structure and assessment. The structure has to do with objectives, instructions, and the value and promotion of autonomy in the task to advance students’ self-regulation. Task assessment addresses the role of evaluation criteria, feedback, and self-assessment opportunities. In conclusion, teacher training in strategies that promote self-regulated learning based on the proposed guidelines is necessary and convenient. Also, the effectiveness of the guidelines in specific selfregulated learning processes should be continuously and empirically demonstrated | eng |
| dc.format | application/pdf | es_CO |
| dc.language.iso | spa | es_CO |
| dc.publisher | Universidad de La Sabana | es_CO |
| dc.relation.ispartofseries | Educación y Educadores, 23(2), 267-290 | |
| dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
| dc.source | instname:Universidad de La Sabana | es_CO |
| dc.source | reponame:Intellectum Repositorio Universidad de La Sabana | es_CO |
| dc.subject.other | Aprendizaje autorregulado | spa |
| dc.subject.other | Estudiante universitario | spa |
| dc.subject.other | Formación de docentes | spa |
| dc.subject.other | Formación de profesores | spa |
| dc.subject.other | Pedagogía universitaria | spa |
| dc.title | Diseño de tareas para promover aprendizaje autorregulado en la universidad | es_CO |
| dc.title.alternative | Task Design to Promote Self-Regulated Learning at University | es_CO |
| dc.title.alternative | Elaboração de tarefas para promover a aprendizagem autorregulada na universidade | es_CO |
| dc.type | article | es_CO |
| dc.publisher.department | Dirección de Publicaciones | |
| dc.type.hasVersion | publishedVersion | es_CO |
| dc.rights.accessRights | openAccess | es_CO |
| dc.identifier.doi | https://doi.org/10.5294/edu.2020.23.2.6 | |
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| dcterms.references | Perry, N. (1998). Young children’s self-regulated learning and contexts that support it. Journal of Educational Psychology, 90(4), 715-729. http://dx.doi.org/10.1037/0022-0663.90.4.715 | eng |
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| dcterms.references | Schunk, D. y Greene, J. (2017). Historical, contemporary and future perspectives on self- regulated learning and performance. En P. Alexander., D. Schunk y J. Greene (eds.), Handbook of Self -Regulation of Learning and Performance (pp. 1-15). Routledge. | eng |
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| dcterms.references | Winne, P. (2011). A cognitive and metacognitive analysis of self-regulated learning. En B. Zimmerman y D. Schunk (eds.), Handbook of Self-Regulation of Learning and Performance (pp. 15-32). Routledge. | eng |
| dcterms.references | Winne, P. (2017). Cognition and metacognition within self-regulated learning. En P. Alexander., D. Schunk y J. Greene (eds.), Handbook of Self -Regulation of Learning and Performance (pp. 36-48). Routledge. | eng |
| dcterms.references | Winne, P. (2018). Theorizing and researching levels of processing in self-regulated learning. British Journal of Educational Psychology, 88(1), 9-20. https://doi.org/10.1111/bjep.12173 | eng |
| dcterms.references | Zimmerman, B. (2000). Attainment of self-regulation: A social cognitive perspective. En M. Boekaerts, P. R. Pintrich, y M. Zeidner (eds.), Handbook of self-regulation (pp. 13-39). Academic Press. | eng |
| dcterms.references | Zimmerman, B. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2 | eng |
| dcterms.references | Zimmerman, B. y Moylan, A. (2009). Self-regulation: When metacognition and motivation intersect. En D. J. Hacker, J. Dunlosky, y A. C. Graesser (eds.), Handbook of Metacognition in Education (pp. 299-315). Routledge-Taylor & Francis. | eng |
| dcterms.references | Zimmerman, B. (2011). Motivational sources and outcomes of self-regulated learning and performance. En B. Zimmerman y D. Schunk (eds.), Handbook of Self-Regulation of Learning and Performance (pp. 49-64). Routledge. | eng |
| dcterms.references | Zimmerman, B. (2013). From cognitive modeling to self-regulation: a social cognitive career path. Educational Psychology, 48(3), 135-147. https://doi.org/10.1080/00461520.2013.794676 | eng |
| dc.identifier.eissn | 2027-5358 |
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