Resumo

PEREZ MONTERO, Eilen Lorena  e  SALCEDO BENAVIDES, Erlington. Decision structures from regulated learning B-Learning environments. Tecnura [online]. 2015, vol.19, n.spe, pp.15-24. ISSN 0123-921X.  https://doi.org/10.14483/udistrital.jour.tecnura.2015.SE1.a01.

The rapid advancement of the technology has induced changes in education, where teachers and students integrate the information technology and communication (TIC) in the teaching-learning process. This problem was evident in the development of extracurricular activities, where most of the first semester students of industrial engineering at the University Corporation of Huila Corhuila have grades lower than 3.5. A sample of 77 students was taken, divided into three groups organized for the University previously. Each group was randomly assigned an experimental condition: a) b -learning environment without teaching strategy and without self-regulated learning objects; b) b -learning environment and self-regulated teaching strategy for conceptual learning objects; c ) b -learning environment with self-regulated teaching strategy and procedural objects for learning. The interaction time was three weeks, consolidated by activities, through a pretest and a postest academic achievement level is graded, finding no significant differences in the construction of decision structures from a self-regulated teaching strategy in university students interacting in b -learning environment based on objects for conceptual learning in contrast to the procedural learning objects; but an increase in the mean values is observed, showing an increase in learning, situation that fosters and suggests the need of continued research over self regulation strategies and TIC applications in the area of computer programming.

Palavras-chave : computer programming; electronic learning; learning processes.

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