Actions and achievements of self-regulated learning in personal environments. Research on students participating in the Graduate Program in Preschool Education at the University of Granada

• Published in: Journal of new approaches in educational research 2017-07, Vol.6 (2), p.135-143
• Main Authors: Chaves-Barboza, Eduardo, Trujillo-Torres, Juan Manuel, López-Núñez, Juan Antonio, Sola-Martínez, Tomás
• Format: Article
• Language: English
• Subjects: Academic Achievement; Active Learning; Behavioral Objectives; College Students; Correlation; Educational Environment; Foreign Countries; Independent Study; Influence of Technology; Learner Engagement; Learning; LEARNING ENVIRONMENT; Learning Processes; Learning Theories; Likert Scales; Original; Pedagogy; Population; Preschool children; PRESCHOOL EDUCATION; Questionnaires; Self Management; SELF-REGULATED LEARNING; Statistical Analysis; Strategic planning; Student Characteristics; Students; TEACHER EDUCATION; Technology Uses in Education
• ISSN: 2254-7339; 2254-7339
• DOI: 10.7821/naer.2017.7.236

This paper is intended to study the self-regulated learning (SRL) process in personal learning environments (PLEs) among students participating in the Graduate Program for Preschool Education at the University of Granada (Spain). The study is focused on self-regulatory actions carried out by students, and on their self-regulated learning achievements, during the phases of action and reflection of this process. A Likert scale questionnaire was applied to a random cluster sample of the population. Descriptive and inferential statistical analyses were performed based on the collected data, as were non-parametric correlation and analysis of variance tests. The results confirm the importance of individual learning in the self-regulated process, and highlight the importance of digital tools in all three phases of self-regulation. Furthermore, the results show that teachers’ suggestions are related to the use of digital tools and recording of reflections on the learning process, and establish relationships between learning management tools and cognitive and metacognitive processes. The results also permit classification of students into three subgroups, based on their achievements. Analyses are consistent with the theory that explains the cyclical nature of self-regulated learning and the influence of social relationships on individual self-regulatory processes.