Aplicaciones que emplean y recomendaciones que entregan docentes universitarios para la
autorregulación del aprendizaje en contexto de la pandemia por COVID-19
Aplicaciones que emplean y recomendaciones que entregan docentes universitarios para la
autorregulación del aprendizaje en contexto de la pandemia por COVID-19
Authors
Infante Villagrán, Valeria
Dapelo Pellerano, Bianca
Cobo Rendon, Rubia
López Angulo, Yaranay
Escobar Alaniz, Bertha
Beyle Sandoval, Christian
Dapelo Pellerano, Bianca
Cobo Rendon, Rubia
López Angulo, Yaranay
Escobar Alaniz, Bertha
Beyle Sandoval, Christian
Authors
Date
Datos de publicación:
Texto livre, Vol. 14, N° 3, 1-24, 2021
Keywords
Enseñanza virtual - Aplicaciones digitales - COVID-19 - Docencia universitaria
Collections
Abstract
El uso estratégico de las aplicaciones digitales en educación superior adquiere especial relevancia en tiempos de pandemia por COVID-19. Se presenta un estudio exploratorio en el cual se indaga en el uso de aplicaciones digitales y las que recomiendan docentes universitarios para la autorregulación del aprendizaje en contexto de enseñanza virtual, por COVID-19. La metodología fue de carácter cualitativa, con un enfoque fenomenográfico, basado en tres grupos focales, con una muestra intencional de 17 docentes. Los datos fueron analizados a través de la técnica de Análisis de Contenido. Se identifican 27 aplicaciones digitales pertinentes para facilitar la autorregulación del aprendizaje, las cuales fueron agrupadas según el modelo cíclico de Zimmerman, 16 fueron útiles para la fase de preparación, 19 para la fase de ejecución, 11 para la fase de autorreflexión y 8 para las tres fases del modelo. WhatsApp y Google Calendar son las aplicaciones más recomendadas para los procesos de autorregulación, específicamente para la disposición del aprendizaje. La convergencia de conocimiento sobre autorregulación del aprendizaje y competencias TIC emergen como un desafío compartido para promover el uso estratégico de las aplicaciones digitales y favorecer aprendizajes inclusivos y de calidad en la universidad, en contexto de pandemia por COVID-19.
The strategic use of digital applications in higher education has been given special relevance in times of COVID-19 pandemic. This exploratory study inquires which digital applications are used and recommended by Chilean higher education lecturers in order to promote self-regulated learning on the virtual education context. The methodology was qualitative, with a phenomenographic approach, based on three focus groups, with an intentional sample of 17 lecturers. The data was analyzed through Content Analysis technique. 27 relevant digital applications were identified to facilitate self-regulation of learning, 16 useful for the preparation phase, 19 for the execution phase, 11 for the self-reflection phase, and 8 for the three phases of the Zimmerman cyclical model. WhatsApp and Google Calendar are the most recommended applications for self-regulation processes, specifically for the disposition of learning. The reciprocal influence of knowledge on self-regulation of learning and ICT skills emerges as a shared challenge to promote a strategic use of digital applications and to foster inclusive and quality learning in the university, in the context of emergency online education
The strategic use of digital applications in higher education has been given special relevance in times of COVID-19 pandemic. This exploratory study inquires which digital applications are used and recommended by Chilean higher education lecturers in order to promote self-regulated learning on the virtual education context. The methodology was qualitative, with a phenomenographic approach, based on three focus groups, with an intentional sample of 17 lecturers. The data was analyzed through Content Analysis technique. 27 relevant digital applications were identified to facilitate self-regulation of learning, 16 useful for the preparation phase, 19 for the execution phase, 11 for the self-reflection phase, and 8 for the three phases of the Zimmerman cyclical model. WhatsApp and Google Calendar are the most recommended applications for self-regulation processes, specifically for the disposition of learning. The reciprocal influence of knowledge on self-regulation of learning and ICT skills emerges as a shared challenge to promote a strategic use of digital applications and to foster inclusive and quality learning in the university, in the context of emergency online education