Active methodologies and self-regulated learning: reflections in times of pandemic

Detalhes bibliográficos
Autor(a) principal: Versuti, Fabiana Maris
Data de Publicação: 2021
Outros Autores: Mulle, Rafael Lima Dalle, Padovan-Neto, Fernando Eduardo, Incrocci, Roberta Monteiro
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/39024
Resumo: This is a descriptive nature study that aims to identify relationships between teaching practices based on active methodologies and the process of self-regulated learning in two distinct disciplines, in the Psychology course of a Brazilian public university. The two disciplines had the support of monitors and adopted the inverted classroom model. The results showed that students developed strategies to monitor and regulate their own study behaviors. This evidence suggests that teaching practices that favor self-regulated learning are effective in facing the difficulties experienced in emergency remote teaching.
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spelling Active methodologies and self-regulated learning: reflections in times of pandemicMetodologías activas y autorregulación del aprendizaje: reflexiones en tiempos de pandemiaMetodologias ativas e a autorregulação da aprendizagem: reflexões em tempos de pandemiaPráticas de ensinoEnsino superiorMetodologias ativasPrácticas de enseñanzaEnseñanza superiorMetodologías activasTeaching practicesHigher EducationActive methodologiesThis is a descriptive nature study that aims to identify relationships between teaching practices based on active methodologies and the process of self-regulated learning in two distinct disciplines, in the Psychology course of a Brazilian public university. The two disciplines had the support of monitors and adopted the inverted classroom model. The results showed that students developed strategies to monitor and regulate their own study behaviors. This evidence suggests that teaching practices that favor self-regulated learning are effective in facing the difficulties experienced in emergency remote teaching.Este trabajo es un estudio descriptivo y tuvo como objetivo identificar las relaciones entre las prácticas docentes basadas en metodologías activas y el proceso de autorregulación del aprendizaje en dos disciplinas distintas, en el curso de Psicología de una universidad pública brasileña. Los sujetos fueron monitoreados y adoptaron el modelo de aula invertida. Los resultados mostraron que los estudiantes desarrollaron estrategias para monitorear y regular las conductas de estudio. Estas evidencias sugieren que las prácticas docentes que favorecen la autorregulación del aprendizaje son efectivas para enfrentar las dificultades vividas en la enseñanza remota de emergencia.Este trabalho é um estudo de natureza descritiva e objetivou identificar relações entre práticas de ensino pautadas nas metodologias ativas e o processo da autorregulação da aprendizagem em duas disciplinas distintas do curso de Psicologia de uma universidade pública brasileira. As disciplinas contaram com monitoria e adotaram o modelo da sala de aula invertida. Os resultados mostraram que os estudantes desenvolveram estratégias para monitorar e regular comportamentos de estudo. Essas evidências sugerem que práticas de ensino que favorecem a autorregulação da aprendizagem são efetivas para o enfrentamento das dificuldades vividas no ensino remoto emergencial.  Faculdade de Educação - Universidade de Brasília2021-11-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfaudio/mpegtext/xmlhttps://periodicos.unb.br/index.php/linhascriticas/article/view/3902410.26512/lc27202139024Linhas Críticas; Vol. 27 (2021): Revista Linhas Críticas v. 27 (jan-dez); e39024Linhas Críticas; Vol. 27 (2021): Revista Linhas Críticas v. 27 (ene-dic); e39024Linhas Crí­ticas; v. 27 (2021): Revista Linhas Críticas v. 27 (jan-dez); e390241981-04311516-489610.26512/lc.v27.2021reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/39024/31541https://periodicos.unb.br/index.php/linhascriticas/article/view/39024/31542https://periodicos.unb.br/index.php/linhascriticas/article/view/39024/32703Copyright (c) 2021 Fabiana Maris Versuti, Rafael Lima Dalle Mulle, Fernando Eduardo Padovan-Neto, Roberta Monteiro Incroccihttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessVersuti, Fabiana MarisMulle, Rafael Lima DallePadovan-Neto, Fernando EduardoIncrocci, Roberta Monteiro2022-10-20T17:26:38Zoai:ojs.pkp.sfu.ca:article/39024Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br||1981-04311516-4896opendoar:2022-10-20T17:26:38Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Active methodologies and self-regulated learning: reflections in times of pandemic
Metodologías activas y autorregulación del aprendizaje: reflexiones en tiempos de pandemia
Metodologias ativas e a autorregulação da aprendizagem: reflexões em tempos de pandemia
title Active methodologies and self-regulated learning: reflections in times of pandemic
spellingShingle Active methodologies and self-regulated learning: reflections in times of pandemic
Versuti, Fabiana Maris
Práticas de ensino
Ensino superior
Metodologias ativas
Prácticas de enseñanza
Enseñanza superior
Metodologías activas
Teaching practices
Higher Education
Active methodologies
title_short Active methodologies and self-regulated learning: reflections in times of pandemic
title_full Active methodologies and self-regulated learning: reflections in times of pandemic
title_fullStr Active methodologies and self-regulated learning: reflections in times of pandemic
title_full_unstemmed Active methodologies and self-regulated learning: reflections in times of pandemic
title_sort Active methodologies and self-regulated learning: reflections in times of pandemic
author Versuti, Fabiana Maris
author_facet Versuti, Fabiana Maris
Mulle, Rafael Lima Dalle
Padovan-Neto, Fernando Eduardo
Incrocci, Roberta Monteiro
author_role author
author2 Mulle, Rafael Lima Dalle
Padovan-Neto, Fernando Eduardo
Incrocci, Roberta Monteiro
author2_role author
author
author
dc.contributor.author.fl_str_mv Versuti, Fabiana Maris
Mulle, Rafael Lima Dalle
Padovan-Neto, Fernando Eduardo
Incrocci, Roberta Monteiro
dc.subject.por.fl_str_mv Práticas de ensino
Ensino superior
Metodologias ativas
Prácticas de enseñanza
Enseñanza superior
Metodologías activas
Teaching practices
Higher Education
Active methodologies
topic Práticas de ensino
Ensino superior
Metodologias ativas
Prácticas de enseñanza
Enseñanza superior
Metodologías activas
Teaching practices
Higher Education
Active methodologies
description This is a descriptive nature study that aims to identify relationships between teaching practices based on active methodologies and the process of self-regulated learning in two distinct disciplines, in the Psychology course of a Brazilian public university. The two disciplines had the support of monitors and adopted the inverted classroom model. The results showed that students developed strategies to monitor and regulate their own study behaviors. This evidence suggests that teaching practices that favor self-regulated learning are effective in facing the difficulties experienced in emergency remote teaching.
publishDate 2021
dc.date.none.fl_str_mv 2021-11-03
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/39024
10.26512/lc27202139024
url https://periodicos.unb.br/index.php/linhascriticas/article/view/39024
identifier_str_mv 10.26512/lc27202139024
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/39024/31541
https://periodicos.unb.br/index.php/linhascriticas/article/view/39024/31542
https://periodicos.unb.br/index.php/linhascriticas/article/view/39024/32703
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
audio/mpeg
text/xml
dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 27 (2021): Revista Linhas Críticas v. 27 (jan-dez); e39024
Linhas Críticas; Vol. 27 (2021): Revista Linhas Críticas v. 27 (ene-dic); e39024
Linhas Crí­ticas; v. 27 (2021): Revista Linhas Críticas v. 27 (jan-dez); e39024
1981-0431
1516-4896
10.26512/lc.v27.2021
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br||
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