El apoyo social en línea como estrategia de autorregulación entre estudiantes universitarios de una licenciatura virtual en pedagogía
DOI:
https://doi.org/10.36825/RITI.13.30.005Palabras clave:
Apoyo Social, Entorno Virtual, Educación SuperiorResumen
Se destaca la necesidad de que las y los alumnos, que cursan sus estudios en modalidad virtual, desarrollen habilidades de autorregulación, como el apoyo social entre compañeros. Este estudio tiene por objetivo describir las estrategias de apoyo social que emplean las y los estudiantes de la licenciatura en pedagogía de una universidad pública virtual. La investigación adopta un enfoque cuantitativo, de tipo descriptivo. La información se recabó a través de la respuesta de la subescala apoyo social en línea del instrumento The Self-Regulation for Learning Online (SRL-O), versión en español, diseñado por Broadbent et al. [1]. Los resultados señalan que, en general, el estudiantado manifiesta una alta disposición para solicitar ayuda; sin embargo, también identificó un grupo que aún presenta baja participación en esta práctica. Se destaca así la importancia de diseñar estrategias orientadas al trabajo en colaborativo y la creación de espacios virtuales que fomenten el apoyo y acompañamiento entre esta comunidad estudiantil.
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