Self-regulation in academic work of distance education students

Research output: Chapter in Book/ReportConference contributionpeer-review

1 Scopus citations

Abstract

This study describes the perception of self-regulation for the planning of academic work in distance education students. Its approach is qualitative with a phenomenological interpretive design because it analyzes the phenomenon of student self-regulation to start and finish academic work in virtual environments. 8 students from a higher education institute were interviewed. It was evidenced that students plan their activities according to the level of difficulty, which increases their self-efficacy and responsibility in decision-making in this modality. In addition, they have identified the development of self-regulation of their learning and valued the teaching presence in their learning environment.

Original languageAmerican English
Title of host publicationProceedings of the 2022 IEEE 2nd International Conference on Advanced Learning Technologies on Education and Research, ICALTER 2022
PublisherInstitute of Electrical and Electronics Engineers Inc.
ISBN (Electronic)9781665456968
DOIs
StateIndexed - 2022
Event2nd IEEE International Conference on Advanced Learning Technologies on Education and Research, ICALTER 2022 - Lima, Peru
Duration: 16 Nov 202219 Nov 2022

Publication series

NameProceedings of the 2022 IEEE 2nd International Conference on Advanced Learning Technologies on Education and Research, ICALTER 2022

Conference

Conference2nd IEEE International Conference on Advanced Learning Technologies on Education and Research, ICALTER 2022
Country/TerritoryPeru
CityLima
Period16/11/2219/11/22

Bibliographical note

Publisher Copyright:
© 2022 IEEE.

Keywords

  • goals
  • homework
  • learning
  • planning
  • self-regulation

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