Strengthening self-regulating processes in higher education students through web-based learning environments – wble

Abstract

The objective of the research was to design and implement a Web-based Learning Environment (WBLE) in the psychosocial care and intervention course to strengthen self-regulating processes in higher education students’ learning. The study involved 10 students from a private university in Bogotá, Colombia. The research was of a quasi-experimental-type and to develop the study, novices interacted with a WBLE comprised of eight units. The research’s independent variable was the WBLE and the dependent variable corresponded to self-regulating development in learning, which was identified with the aid of the Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, Garcia & Mckeachie, 1993). The findings allow us to conclude that using WBLE facilitated self-regulating development in higher education students’ learning, which is evidenced by the significant differences found in the MSLQ’s subcategories