Online social support as a self-regulation strategy among university students in a virtual bachelor's degree in pedagogy
DOI:
https://doi.org/10.36825/RITI.13.30.005Keywords:
Social Support, Virtual Environment, Higher EducationAbstract
The necessity for students pursuing their studies online to cultivate self-regulation skills, such as peer social support, is emphasized. This study aims to describe the social support strategies employed by undergraduate students in the Pedagogy program at a public virtual university. The research adopts a quantitative, descriptive approach. Information was collected through responses to the online social support subscale of the Self-Regulation for Learning Online (SRL-O) instrument, Spanish version, which was designed by Broadbent et al. [1]. The findings suggest that, in general, students are highly willing to request assistance; however, a group was also identified that still exhibits low participation in this practice. This study underscores the significance of formulating strategies that are oriented towards collaborative endeavors and the establishment of virtual spaces that promote support and mentorship within this student community.
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