Resumo

VALENCIA SERRANO, Marcela  e  CAICEDO TAMAYO, Adriana María. Fostering Self-Regulated Learning Through Academic Tasks Based on ICT. Pensam. psicol. [online]. 2017, vol.15, n.2, pp.15-28. ISSN 1657-8961.  https://doi.org/10.11144/Javerianacali.PPSI15-2.dtat.

Objective. This study aimed to describe tasks proposed by university teachers that were based on information and communications technologies (ICT) to facilitate self-regulated learning. Structural components of the tasks (objectives, instructions, previous knowledge and demands) were described; as well as the feedback, the evaluation proposed by teachers and the uses of ICT. Method. 33 task guidelines, designed by teachers, were analyzed and semi-structured interviews were conducted to broaden information about their tasks. Two evaluation grids were designed for data analysis: the first one was composed to establish in which level structural components of the tasks, its feedback and evaluation promoted self-regulated learning; the second one described the uses of technology with potential to facilitate this process. Two groups of tasks with similar characteristics were gathered after data codification to analyze their potential to promote self-regulated learning. Results. It was found that only one group of tasks had the characteristics to promote self-regulated learning: clear instructions and guidelines, higher cognitive demands, feedback, qualitative evaluation and using ICT to encourage the display of cognitive strategies. Conclusion. These findings highlight the need to keep improving the use of ICT among university teachers to strengthen the design of academic tasks aiming to promote self- regulated learning.

Palavras-chave : Self-regulated; learning; ICT; learning task; instructors (faculty).

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