Los recursos TIC favorecedores de estrategias de aprendizaje autónomo: el estudiante autónomo y autorregulado
The development of this research on the autonomous and self-regulated student allowed to verify the impact of new information and communication technologies have created new work requirements and therefore educational. It aimed to verify how ICT resources promote independent learning strategies and...
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2014
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| Online Access: | https://dialnet.unirioja.es/servlet/oaiart?codigo=5127645 |
| Source: | In Crescendo, ISSN 2222-3061, Vol. 5, Nº. 2, 2014, pags. 233-252 |
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In Crescendo, ISSN 2222-3061, Vol. 5, Nº. 2, 2014, pags. 233-252
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Spanish
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Estrategias de aprendizaje
estudiante autónomo y autorregulado recursos TIC Learning strategies autonomous and self-regulated student ICT resources |
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Estrategias de aprendizaje
estudiante autónomo y autorregulado recursos TIC Learning strategies autonomous and self-regulated student ICT resources Rodríguez Ruiz, Juan Roger Los recursos TIC favorecedores de estrategias de aprendizaje autónomo: el estudiante autónomo y autorregulado |
| description |
The development of this research on the autonomous and self-regulated student allowed to
verify the impact of new information and communication technologies have created new
work requirements and therefore educational. It aimed to verify how ICT resources promote
independent learning strategies and self-regulated in the student. This research sought to
address the need to increase the autonomy of students in their own learning process through
different ICT resources, so that it is able to relate problems to solve and develop skills with
needs and purposes of learning, and find the necessary information, analyze it, generate
ideas to solve problems, draw conclusions and establish the level of achievement of its
objectives. Self-regulated learning strategies as actions and directed processes influenced
autonomous and self-regulated students that are typical for their various cognitive and
metacognitive skills. The self regulation involved social support and the active use of
different resources that enabled the expected academic achievement and the learning
process. The ICT resources considered in this research were: the whiteboard, the
WebQuest, the interactive activities, the electronic tutorials and the collaborative work; The
Web 2.0 offered advantages for self-regulated learning.
|
| format |
Article
|
| author |
Rodríguez Ruiz, Juan Roger
|
| author_facet |
Rodríguez Ruiz, Juan Roger
|
| author_sort |
Rodríguez Ruiz, Juan Roger
|
| title |
Los recursos TIC favorecedores de estrategias de aprendizaje autónomo: el estudiante autónomo y autorregulado
|
| title_short |
Los recursos TIC favorecedores de estrategias de aprendizaje autónomo: el estudiante autónomo y autorregulado
|
| title_full |
Los recursos TIC favorecedores de estrategias de aprendizaje autónomo: el estudiante autónomo y autorregulado
|
| title_fullStr |
Los recursos TIC favorecedores de estrategias de aprendizaje autónomo: el estudiante autónomo y autorregulado
|
| title_full_unstemmed |
Los recursos TIC favorecedores de estrategias de aprendizaje autónomo: el estudiante autónomo y autorregulado
|
| title_sort |
los recursos tic favorecedores de estrategias de aprendizaje autónomo: el estudiante autónomo y autorregulado
|
| publishDate |
2014
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| url |
https://dialnet.unirioja.es/servlet/oaiart?codigo=5127645
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| _version_ |
1727220259152199680
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| spelling |
dialnet-ar-18-ART00008085212022-03-12Los recursos TIC favorecedores de estrategias de aprendizaje autónomo: el estudiante autónomo y autorreguladoRodríguez Ruiz, Juan RogerEstrategias de aprendizajeestudiante autónomo y autorreguladorecursos TICLearning strategiesautonomous and self-regulated studentICT resourcesThe development of this research on the autonomous and self-regulated student allowed to verify the impact of new information and communication technologies have created new work requirements and therefore educational. It aimed to verify how ICT resources promote independent learning strategies and self-regulated in the student. This research sought to address the need to increase the autonomy of students in their own learning process through different ICT resources, so that it is able to relate problems to solve and develop skills with needs and purposes of learning, and find the necessary information, analyze it, generate ideas to solve problems, draw conclusions and establish the level of achievement of its objectives. Self-regulated learning strategies as actions and directed processes influenced autonomous and self-regulated students that are typical for their various cognitive and metacognitive skills. The self regulation involved social support and the active use of different resources that enabled the expected academic achievement and the learning process. The ICT resources considered in this research were: the whiteboard, the WebQuest, the interactive activities, the electronic tutorials and the collaborative work; The Web 2.0 offered advantages for self-regulated learning.El desarrollo de la presente investigación sobre el estudiante autónomo y autoregulado permitió verificar el impacto que las nuevas Tecnologías de la Información y Comunicación han generado nuevas necesidades laborales y por ende educativas. Nuestro objetivo fue verificar como los recursos TIC favorecen las estrategias del aprendizaje autónomo y autorregulado del estudiante. Nuestra investigación buscó responder a la necesidad de aumentar la autonomía del estudiante en su propio proceso de aprendizaje a través de diferentes recursos TIC, de tal manera que esté en capacidad de relacionar problemas por resolver y destrezas por desarrollar con necesidades y propósitos de aprendizaje, así como de buscar la información necesaria, analizarla, generar ideas para solucionar problemas, sacar conclusiones y establecer el nivel de logro de sus objetivos. Las estrategias de aprendizaje autorreguladas como acciones y procesos dirigidos influyeron en los estudiantes autónomos y autorregulados que se caracterizan por tener diversas capacidades cognitivas y metacognitivas. La capacidad de autorregulación implicó la ayuda social y el uso activo de diferentes recursos que posibilitaron el logro académico esperado y el propio proceso de aprendizaje. Los recursos TIC considerados en esta investigación (la pizarra digital, los WebQuest, las actividades interactivas y tutoriales electrónicas y los trabajos colaborativos: La Web 2.0, ofrecieron ventajas para el aprendizaje autorregulado.2014text (article)application/pdfhttps://dialnet.unirioja.es/servlet/oaiart?codigo=5127645(Revista) ISSN 2307-5260(Revista) ISSN 2222-3061In Crescendo, ISSN 2222-3061, Vol. 5, Nº. 2, 2014, pags. 233-252spaLICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI
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