Publicação
Perceiving learning regulation with Moodle: Implications for guidance
| dc.contributor.author | De Oliveira, Paula Fernanda Diogo | |
| dc.contributor.author | Veiga Simão, Ana | |
| dc.contributor.author | Ferreira, Paula | |
| dc.contributor.author | Ferreira, Aristides I. | |
| dc.date.accessioned | 2024-03-05T15:37:30Z | |
| dc.date.available | 2024-03-05T15:37:30Z | |
| dc.date.issued | 2022-04 | |
| dc.date.updated | 2024-02-01T18:28:38Z | |
| dc.description.abstract | The present study aimed to understand how middle school students report how they self-regulate learning when using the Modular Object-Oriented Dynamic Learning Environment (Moodle) platform. To achieve this goal, a sample of middle school students (N=438) responded to the SelfRegulated Learning with Moodle Inventory (SRL-MI). Exploratory factor analysis (219 participants) and confirmatory factor analysis (219 participants) revealed good fit indices for the instrument used. In general, the results showed that students reflected on and reported how they selfregulated their learning when using the Moodle platform. Results also demonstrated how middle school students thought of themselves as learners. Through Item Response Theory, results showed that the students overestimated the way in which they self-regulated their learning in different phases (forethought: α = 0.93, performance: α = 0.88, and self-reflection: α = 0.92). This reveals the difficulty students of this age group have and the inaccuracy with which they report how they self-regulate their learning when using the Moodle platform. Specifically, students revealed some difficulty in reporting strategic planning processes, the processes of regulating attention, and their self-reaction processes. Students demonstrated less difficulty in reporting self-efficacy beliefs about what they were able to learn, monitoring strategies and the reasons for success. Implications for guidance practice regarding the promotion of students’ self-reflection and suggestions for future research are discussed. | pt_PT |
| dc.description.abstract | El presente estudio tuvo como objetivo comprender cómo los estudiantes de secundaria informan sobre cómo se autorregulan el aprendizaje al usar la plataforma del Entorno de aprendizaje dinámico orientado a objetos modulares (Moodle). Para lograr este objetivo, una muestra de estudiantes de secundaria (N=438) respondió al Aprendizaje Autorregulado con Inventario Moodle (SRL-MI). El análisis factorial exploratorio (219 participantes) y el análisis factorial confirmatorio (219 participantes) revelaron buenos índices de ajuste para el instrumento utilizado. En general, los resultados mostraron que los estudiantes reflexionaron e informaron cómo autorregularon su aprendizaje al usar la plataforma Moodle. Los resultados también demostraron cómo los estudiantes de secundaria se consideraban a sí mismos como aprendices. A través de la teoría de respuesta al ítem, los resultados mostraron que los estudiantes sobreestimaron la forma en que autorregularon su aprendizaje en diferentes fases (previsión: α = 0,93, rendimiento: α = 0,88 y autorreflexión: α = 0,92). Esto revela la dificultad que tienen los estudiantes de este grupo de edad y la inexactitud con la que informan cómo autorregulan su aprendizaje al usar la plataforma Moodle. Específicamente, los estudiantes revelaron cierta dificultad para informar los procesos de planificación estratégica, los procesos de regulación de la atención y sus procesos de autorreacción. Los estudiantes demostraron menos dificultad para informar creencias de autoeficacia sobre lo que pudieron aprender, monitorear estrategias y las razones del éxito. Se discuten las implicaciones para la práctica orientadora con respecto a la promoción de la autorreflexión de los estudiantes y las sugerencias para futuras investigaciones. | pt_PT |
| dc.description.version | info:eu-repo/semantics/publishedVersion | pt_PT |
| dc.identifier.citation | De Oliveira, P. D., Veiga Simão, A. M., Ferreira, P. C., & Ferreira, A. I. (2022). Perceiving learning regulation with Moodle: Implications for guidance. REOP - Revista Española de Orientación y Psicopedagogía, 33(1), 87-107. https://doi.org/10.5944/reop.vol.33.num.1.2022.33759 | pt_PT |
| dc.identifier.doi | 10.5944/reop.vol.33.num.1.2022.33759 | pt_PT |
| dc.identifier.eissn | 1989-7448 | |
| dc.identifier.issn | 1139-7853 | |
| dc.identifier.slug | cv-prod-3649001 | |
| dc.identifier.uri | http://hdl.handle.net/10451/63189 | |
| dc.language.iso | eng | pt_PT |
| dc.peerreviewed | yes | pt_PT |
| dc.publisher | AEOP - Asociación Española de Orientación y Psicopedagogía | pt_PT |
| dc.relation.publisherversion | https://revistas.uned.es/index.php/reop/article/view/33759 | pt_PT |
| dc.subject | Self-regulation | pt_PT |
| dc.subject | Learning | pt_PT |
| dc.subject | Moodle | pt_PT |
| dc.subject | Perceptions | pt_PT |
| dc.subject | Item response theory | pt_PT |
| dc.subject | Autorregulación | pt_PT |
| dc.subject | Aprendizaje | pt_PT |
| dc.subject | Percepciones | pt_PT |
| dc.subject | Teoría de respuesta al ítem | pt_PT |
| dc.title | Perceiving learning regulation with Moodle: Implications for guidance | pt_PT |
| dc.title.alternative | Percibir la regulación del aprendizaje con Moodle: Implicaciones para la orientación y tutoria | pt_PT |
| dc.type | journal article | |
| dspace.entity.type | Publication | |
| oaire.citation.conferencePlace | Madrid | pt_PT |
| oaire.citation.endPage | 107 | pt_PT |
| oaire.citation.issue | 1 | pt_PT |
| oaire.citation.startPage | 87 | pt_PT |
| oaire.citation.title | REOP - Revista Española de Orientación y Psicopedagogía | pt_PT |
| oaire.citation.volume | 33 | pt_PT |
| person.familyName | de Oliveira | |
| person.familyName | Veiga Simão | |
| person.familyName | da Costa Ferreira | |
| person.familyName | Ferreira | |
| person.givenName | Paula Fernanda Diogo | |
| person.givenName | Ana | |
| person.givenName | Paula Alexandra Nunes | |
| person.givenName | Aristides | |
| person.identifier | 902602 | |
| person.identifier.ciencia-id | 3816-04FD-C6E5 | |
| person.identifier.ciencia-id | 7115-EC2B-AEAC | |
| person.identifier.ciencia-id | C71B-EC9E-0D98 | |
| person.identifier.orcid | 0000-0001-7000-8188 | |
| person.identifier.orcid | 0000-0003-3652-5573 | |
| person.identifier.orcid | 0000-0001-8679-4566 | |
| person.identifier.orcid | 0000-0002-8280-1623 | |
| person.identifier.rid | N-1121-2016 | |
| person.identifier.rid | A-8671-2014 | |
| person.identifier.scopus-author-id | 54974120700 | |
| person.identifier.scopus-author-id | 25647192000 | |
| rcaap.cv.cienciaid | 7115-EC2B-AEAC | Paula Alexandra Nunes da Costa Ferreira | |
| rcaap.rights | openAccess | pt_PT |
| rcaap.type | article | pt_PT |
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