SAEZ-DELGADO, Fabiola et al. Encouragement for Self-regulated Learning from a Qualitative Perspective in the COVID-19 Pandemic. []. , 28, 96, pp.159-186.   05--2023. ISSN 1405-6666.

The objective of this article is to understand the teaching practices that promoted self-regulated learning during the remote learning of the COVID-19 pandemic. An inductive qualitative method with a phenomenographic design was used. The sample consisted of thirteen teachers of engineering and basic science at a university in southern Chile. The results reveal deficiencies in teachers' conceptualizations of self-regulated learning; teachers who facilitate and hinder self-regulated learning were identified; and practices that favor the process were reported. The article concludes that teaching practices are insufficient for promoting self-regulated learning among undergraduate students in STEM, and that teachers need to be trained in self-regulation.

: teaching practices; teachers; higher education; self-regulated learning; distance education; COVID-19.

        · |     · |     · ( pdf )