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Mejora del Aprendizaje Autorregulado a través de un Programa de Autorregulación Académica y una Aplicación Móvil

Pola Ham1

  • 1Touro University, New York, NY, USA.

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Resumen

Los estudiantes de primera generación mejoraron sus habilidades de aprendizaje autorregulado (SRL) a través de un programa de Autorregulación Académica (ASR) con una aplicación móvil. Esta intervención cerró la brecha de SRL entre los estudiantes de primera generación y los de generación continua en profesiones de la salud.

Palabras clave:
autorregulación académicaéxito académicoestudiante de primera generacióneducación en profesiones de la saludeducación en terapia ocupacionalaprendizaje autorregulado

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Área de la Ciencia:

  • Educación en Profesiones de la Salud
  • Psicología Educativa
  • Aprendizaje Digital

Sus antecedentes:

  • Los estudiantes de primera generación a menudo enfrentan desafíos sistémicos que afectan su éxito académico.
  • El aprendizaje autorregulado (SRL) es crucial para la participación y la preparación de los estudiantes en terapia ocupacional.
  • Con frecuencia se observan habilidades de SRL más bajas en los estudiantes de primera generación en comparación con sus compañeros.

Objetivo del estudio:

  • Evaluar el impacto de un programa de Autorregulación Académica (ASR), mejorado por una aplicación móvil, en las habilidades de SRL.
  • Investigar las diferencias en SRL entre estudiantes de primera generación y de generación continua en profesiones de la salud.
  • Determinar si el programa ASR mitiga las disparidades existentes en SRL.

Principales métodos:

  • Se utilizó un enfoque de métodos mixtos que combina encuestas pretest-posttest y entrevistas semiestructuradas.
  • Se utilizó la Escala de Percepción del Aprendizaje Autorregulado (SRLPS) para medir los componentes de SRL.
  • Se incluyeron estudiantes de primera generación y de generación continua en profesiones de la salud.

Principales resultados:

  • La evaluación inicial reveló puntuaciones más bajas de SRL (motivación, planificación, autodirección) en los estudiantes de primera generación.
  • Se observaron mejoras significativas en todos los dominios de SRL después de la intervención, con grandes tamaños de efecto (d de Cohen = 1,41-1,64).
  • La intervención eliminó eficazmente las diferencias preexistentes en SRL entre los dos grupos de estudiantes.

Conclusiones:

  • La instrucción estructurada de SRL, integrada con herramientas digitales como una aplicación móvil, puede mejorar significativamente la participación académica.
  • El programa ASR demuestra potencial para promover la equidad educativa entre diversas poblaciones de estudiantes.
  • Este enfoque apoya el desarrollo profesional de los estudiantes en programas de terapia ocupacional.