Use of Moodle virtual platform for the development of self-regulated learning in university students

Abstract

Self-regulated learning has taken on great importance at the university level, seeking to enable students to meet the increasingly complex demands of lifelong learning in the postmodern/digital era. In this study, a virtual accompanying program that promotes self-regulated learning for university students, through the PHVA (Plan, Do, Check and Act) cycle process, making use of the Moodle virtual platform was developed. A quasi-experimental design; experimental group (n = 38 students) and control group (n = 38 students), and pre-post test measures was used to evaluate five dimensions of self-regulated learning: a) cognitive: learning strategies; b) motivational: goal orientation and interest in the subject; c) management of resources: use of technological resources and study time; d) self-regulated learning strategies; e) contextual: perception of teacher support. In addition, the academic performance of students was assessed. Results show that students in the experimental group, unlike students in the control group, achieved significant improvements in the studied variables after the intervention, except in the performance orientation. The importance of promoting self-regulated learning at university, through the use of virtual learning environments, is emphasised.