Daily practices of study and autonomous learning in family and academic students' contexts

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dc.contributor.authorTorres Vásquez, Angélica
dc.contributor.authorSan Martín Cantero, Daniel
dc.date2018
dc.date.accessioned2021-04-30T16:31:15Z
dc.date.available2021-04-30T16:31:15Z
dc.description.abstractDaily study practices are investigated to visualize autonomous learning in pedagogy students. In doing so, habits, practices and relationships are presented in the context of higher education. Familiar and academic contexts that show daily practices of study are addressed. The purpose is to approach autonomous learning through study strategies used by students. The methodology is qualitative with a biographical approach. Biographemas and focus groups were used. In family contexts, learning conditions are evident such as: silence, music and time organization. In the academic contexts, individual and social strategies are described. The study concludes with the presence of tensions between daily practices of study and autonomous learning, and the importance of the individual and social construction of knowledge.
dc.identifier.citationDILEMAS CONTEMPORANEOS-EDUCACION POLITICA Y VALORES,Vol.6,,2018
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/2811
dc.language.isoes
dc.publisherASESORIA & TUTORIAS INVESTIGACION CIENTIFICA EDUCACION
dc.sourceDILEMAS CONTEMPORANEOS-EDUCACION POLITICA Y VALORES
dc.subject.englishdaily study practices
dc.subject.englishautonomous learning
dc.subject.englishlearning strategies
dc.subject.englishself-regulation
dc.subject.englishhigher education
dc.titleDaily practices of study and autonomous learning in family and academic students' contexts
dc.typeArticle
uct.catalogadorWOS
uct.indizacionESCI
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