Efectividad de las intervenciones con tecnologías para promover la autorregulación del aprendizaje en estudiantes universitarios
un metaanálisis
DOI:
https://doi.org/10.1590/1983-3652.2023.46636Palabras clave:
Metaanálisis, Intervención, Autorregulación del aprendizaje, Tecnologías de la información y la comunicaciónResumen
Son prometedores los beneficios de la incorporación de tecnologías en educación. El objetivo de este estudio fue caracterizar las intervenciones desarrolladas para promover la autorregulación de aprendizaje con uso de tecnologías y determinar su efectividad. El método fue un metaanálisis basado en los estándares PRISMA identificando estudios en Web of Science, Scopus y Eric y su posterior análisis y selección usando el software Rayyan. La muestra fue de 6 estudios. Los análisis de datos se realizaron con el software Jamovi. Los resultados evidenciaron una caracterización insuficiente de las intervenciones respecto del número, frecuencia y duración de las sesiones, todas usaron el modelo de autorregulación de Zimmerman, pero pocos estudios especificaron un modelo tecnológico. Los tipos de tecnologías usados fueron LMS y aplicaciones móviles, y los instrumentos fueron escalas tipo Likert de autoinforme. El metaanálisis evidenció que las intervenciones fueron efectivas, aportó una estimación de 0.55 con un intervalo de confianza al 95% de 0.22, 0.88. La prueba de tamaño del efecto total fue significativa (z = 3.25, p = 0.001). Se concluye que las intervenciones con uso de tecnologías son efectivas en la promoción de la autorregulación. Se presentan implicaciones prácticas considerando estos resultados para la Educación Superior.
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Derechos de autor 2023 Fabiola Sáez-Delgado, Francisca Parra, Pilar Jara, Javier Mella-Norambuena, Yaranay López-Angulo
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