Understanding the Role of Self-Regulated Learning in Academic Success. A Blended Learning Perspective in Vocational Education

Harun Cigdem; Semiral Oncu

doi:10.24310/ijtei.101.2024.17432

Autores/as

Harun Cigdem National Defence University, Turquía https://orcid.org/0000-0001-5958-5216
Semiral Oncu Balikesir University, Turquía https://orcid.org/0000-0001-8549-094X

DOI:

https://doi.org/10.24310/ijtei.101.2024.17432

Palabras clave:

Aprendizaje autorregulado, Rendimiento, Formación profesional, Aprendizaje combinado, Interactividad, Autoeficacia, Satisfacción, Educación postsecundaria

Resumen

Este estudio tenía como objetivo investigar el impacto de las habilidades de aprendizaje autorregulado (AA) en el éxito académico de los estudiantes suboficiales (LES) dentro de un Colegio Vocacional Especial (CVE) perteneciente al contexto gubernamental. A medida que los cursos mixtos se vuelven cada vez más frecuentes, hay un creciente interés en comprender el papel del AA, un determinante crítico del rendimiento académico. Si bien la SRL ha sido objeto de gran atención en la educación superior, la investigación se ha centrado poco en su relevancia dentro de los CVE. Además, poco se sabe acerca de los factores que influyen en los niveles de SRL de los estudiantes en entornos de aprendizaje en línea y su posterior impacto en el rendimiento del curso. Por lo tanto, este estudio se esfuerza por identificar los factores que influyen en la SRL de los estudiantes CVE y evaluar cómo afecta el éxito en los cursos mixtos. El estudio se llevó a cabo durante el semestre de otoño de 2022-2023, abarcando cinco cursos mixtos obligatorios distintos e involucrando a un total de 203 estudiantes del CVE. Utilizamos un modelo de trayectoria, ampliando el marco propuesto por Liaw y Huang en 2013, para evaluar la influencia de la AA en el rendimiento académico. Los resultados demostraron que las percepciones de los estudiantes sobre la interactividad en el entorno de aprendizaje (EEA) y su autoeficacia percibida (SAP) tuvieron un impacto positivo y significativo en su satisfacción percibida (SP). Además, la EEA, la SAP y la SP influyeron significativamente en la utilidad percibida (UP) del sistema de gestión del aprendizaje (SGA). Además, EEA, UP y SP resultaron ser predictores significativos de las habilidades AA de los estudiantes. Sin embargo, los resultados observados no coincidieron totalmente con el impacto esperado en el éxito académico. Los resultados del estudio arrojan luz sobre la compleja relación entre el rendimiento en el curso y la AA en entornos de aprendizaje mixto, así como los factores interrelacionados en juego. Las implicaciones prácticas de estos hallazgos se extienden a cómo los administradores del sistema de gestión del aprendizaje pueden apoyar a los estudiantes en cursos combinados para que se conviertan en aprendices más autorregulados.

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Biografía del autor/a

Harun Cigdem, National Defence University,

National Defence University / Department of Computer Technology

Semiral Oncu, Balikesir University,

Balikesir University, Department of Computer Education and Instructional Technologies

Citas

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