Diseño de ambientes de aprendizaje para fomentar la autorregulación en estudiantes de educación superior

A major challenge for education and educational research is to build on our present understanding of learning for designing environments for education that are conducive to fostering in students self-regulatory and cooperative learning skills, transferable knowledge, and a disposition toward competent thinking and problem solving. Using the CLIA-model (Competence, Learning, Intervention, Assessment) as a framework for developing learning environments, and taking the growing knowledge base on self-regulated learning as a background, this presentation will discuss an intervention study that aimed at the design and evaluation of a powerful learning environment for fostering self-regulated learning in university freshmen, and thereby improving their learning proficiency. More specifically the intervention in this environment focused on the trainability of four cognitive (orienting, planning, self-testing, and reflecting), and four complementary affective (respectively self-judging, valuing, coping, and attributing) self-regulation skills. The effects of the learning environment were investigated using a pretest – posttest design with control group. The participants were 141 first year students of business economics. The positive effects of the intervention on students’ self-regulated learning and on their academic performance will be illustrated for two of the eight self-regulation skills, namely orienting (preparing one’s learning process by examining the characteristics of a learning task) and self-judging (evaluating one’s competencies in view of an accurate appraisal of the efforts needed to approach and accomplish a learning task). The positive results of this study should stimulate and incite scholars in the field to undertake progressively more high-quality design-based research in educational settings.status: publishe