EDUCACIÓN A DISTANCIA Y PRESENCIAL: DIFERENCIAS EN LOS COMPONENTES COGNITIVO Y MOTIVACIONAL DE ESTUDIANTES UNIVERSITARIOS

Abstract

Research on students´ learning stresses the importance of considering cognitive, metacognitive, motivational and behavioral variables. Nevertheless, environment in which learning takes place should be considered too, because context has crucial repercussions. Distance education is experiencing major growth and this article examines differences between students in the face-to-face and virtual educational environments of two spanish universities. Results showed that students in the virtual environment university are characterized by higher levels of task orientation, task value, control of learning beliefs, self-efficacy for learning and performance, and the strategies of rehearsal, organization and metacognitive self-regulation. Whereas students in the face-to-face environment university are characterized by higher levels of test anxiety and peer learning.