Autorregulación del aprendizaje en la Formación Profesional a Distancia: efectos de la gestión del tiempo

Abstract

La presente investigación estudia los efectos que dos herramientas relacionadas con la autorregulación del aprendizaje tienen sobre el logro académico, las conexiones por día y el tiempo de dedicación al estudio. Un total de 260 estudiantes de formación profesional cuyo aprendizaje se desarrolla en línea fueron asignados de forma aleatoria a tres grupos: un grupo interactuaba en un aula virtual a cuya estructura se le había añadido una herramienta que muestra una barra de progreso con las tareas a realizar durante el curso (n=67); otro grupo interactuaba en un aula virtual al que se le añadía tanto la barra de progreso como una herramienta que estima el tiempo dedicación al estudio (n=75); y el grupo de control interactuaba sin ninguna herramienta añadida con respecto a las que se trabaja habitualmente en el aula virtual (n=118). Se realizaron análisis factoriales ANOVA y MANOVA. Los resultados muestran que no existe una diferencia significativa en el logro académico entre grupos, independientemente del tipo del aula virtual en la que interactúen. Sin embargo, existen diferencias significativas en el tiempo de dedicación y en las conexiones diarias entre grupos, dependiendo del tipo de aula virtual empleado. Como conclusión, los estudiantes del grupo en el que se incluye la barra de progreso mejoran su eficiencia, ya que obtienen un logro académico similar al resto de estudiantes en aproximadamente la mitad de tiempo. The present research studies the effects that two tools related to self-regulated have on the academic achievement, the connections per day and the time of dedication to the study. A total of 260 vocational training e-learning students was randomly assigned to three groups: one group interacted in a virtual classroom in which a tool showing a progress bar with the tasks to be completed during the course was added (n=67); another group interacted in a virtual classroom in which both the progress bar and a tool that estimates the dedication time to the study was added (n=75); and the control group interacted without any extra tool added in the virtual classroom (n=118). ANOVA and MANOVA factor analysis were performed. The results show that there is no significant difference in academic achievement between groups, regardless of the type of the virtual classroom in which they interact. However, there are significant differences in the dedication time to the study and in the daily connections between groups, depending on the type of the virtual classroom was used. It is therefore concluded that the group in which the progress bar is included enhaces efficiency, because students obtain similar academic achievements in approximately half the time.

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