Autonomous Learning Mediated by Digital Technology Processes in Higher Education: A Systematic Review

The concept of autonomous learning has been resignified in recent years as a result of the expansion of the different types of study. Online education in higher education institutions has become an effective option to increase and diversify opportunities for access and learning, however, high rates of dropout, reprisal and low averages still persist. academic performance. Recent research shows that the problem is accentuated because most students have difficulty self-regulating their own learning process autonomously. From this perspective, the purpose of the study was to examine and analyze, through a systematic review of the literature, on autonomous/self-regulated learning, theoretical models and determine which variables influence a learning process mediated by technology processes in the higher education. The findings indicate that: (1) autonomous learning is a synonym of self-regulation; (2) Pintrich’s self-regulatory model is the most used in digital contexts; and (3) the self-regulatory variables identified are wide and varied. © Springer Nature Switzerland AG 2020.

• Egile nagusia: Fierro-Saltos, Washington (author)
• Beste egile batzuk: Sanz, Cecilia (author), Zangara, Alejandra (author), Guevara-Maldonado, César (author), Arias-Flores, Hugo (author), Castillo-Salazar, David (author), Varela-Aldas, José (author), Borja-Galeas, Carlos (author), Rivera, Richard (author), Hidalgo-Guijarro, Jairo (author), Yandún-Velasteguí, Marco (author)
• Formatua: article
• Hizkuntza: eng
• Argitaratua: 2020
• Sarrera elektronikoa: https://link.springer.com/chapter/10.1007/978-3-030-27928-8_11; https://hdl.handle.net/20.500.14809/3421