Resumo

VALENCIA-SERRANO, Marcela. Task Design to Promote Self-Regulated Learning at University. Educ. Educ. [online]. 2020, vol.23, n.2, pp.267-290.  Epub 06-Abr-2021. ISSN 0123-1294.  https://doi.org/10.5294/edu.2020.23.2.6.

This article intends to propose guidelines for the design and implementation of academic tasks that favor self-regulated learning in university students. These guidelines consider two themes: task structure and assessment. The structure has to do with objectives, instructions, and the value and promotion of autonomy in the task to advance students’ self-regulation. Task assessment addresses the role of evaluation criteria, feedback, and self-assessment opportunities. In conclusion, teacher training in strategies that promote self-regulated learning based on the proposed guidelines is necessary and convenient. Also, the effectiveness of the guidelines in specific self-regulated learning processes should be continuously and empirically demonstrated.

Palavras-chave : Self-regulated learning; university students; teacher training; teacher education; university pedagogy; teaching practice.

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