The role of self-monitoring in adult learning in online context

[EN] This paper examines the reflexions made by a set of online students regarding the results obtained in an assessment task and its consequences for the future. The sample included 43 students in continuous assessment, from both sexes. After knowing the results they were asked to indicate the implications of this exercise to their future studies. The content analysis revealed the existence of two categories - Causality (intrinsic / extrinsic) and Influence (Generics/ Specifics/No consequences) - regardless of the approach to real evaluation. The reflection that students can make about their learning process and the difficulties in developing their tasks is of great relevance to achieve success. This was evident in the analysis that our students made on the completion of the assessment work, as well as the consequences for their future study. This process of reflection and awareness in the teaching learning process is particularly relevant in online education where the role of metacognitive monitoring and control system gains a prominent role. Allowing students to reflect on these issues permits them to be more effective learners.Goulão, MDF.; Cerezo Menendez, R. (2015). The role of self-monitoring in adult learning in online context. En 1ST INTERNATIONAL CONFERENCE ON HIGHER EDUCATION ADVANCES (HEAD' 15). Editorial Universitat Politècnica de València. 18-25. https://doi.org/10.4995/HEAd15.2015.416182