Fostering Self-Regulated Learning Through Academic Tasks Based on ICT

Abstract

Objective.
This study aimed to describe tasks proposed by university teachers that were based on information
and communications technologies (ICT) to facilitate self-regulated learning. Structural components of the
tasks (objectives, instructions, previous knowledge and demands) were described; as well as the feedback,
the evaluation proposed by teachers and the uses of ICT.
Method.
33 task guidelines, designed by teachers,
were analyzed and semi-structured interviews were conducted to broaden information about their tasks.
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structural components of the tasks, its feedback and evaluation promoted self-regulated learning; the second
one described the uses of technology with potential to facilitate this process. Two groups of tasks with similar
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learning.
Results.
It was found that only one group of tasks had the characteristics to promote self-regulated
learning: clear instructions and guidelines, higher cognitive demands, feedback, qualitative evaluation and
using ICT to encourage the display of cognitive strategies
. Conclusion.
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keep improving the use of ICT among university teachers to strengthen the design of academic tasks aiming to
promote self- regulated learning.