Resumen

MIRANDA, Célia Artemisa Gomes Rodrigues  y  BORUCHOVITCH, Evely. Online interventions to foster self-regulated learning in Higher Education: review of Brazilian literature. Educ. Puc. [online]. 2024, vol.29, e248866.  Epub 12-Nov-2024. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v29a2024e8866.

Self-regulatory skills of learning are increasingly necessary in Higher Education, nevertheless face-to-face models promoting self-regulated learning are not able to meet the demands of students who need to develop such skills, due to the lack of interventions offered. To expand the possibilities, online intervention models have been used as allies of self-regulated learning among university students. Despite efforts in this direction, few initiatives were found in Brazilian literature. This study aims to examine the national literature on online tools designed to promote the development of self-regulated student learning in Higher Education. A systematic review of empirical papers, published between 2017 and 2023, was carried out in the following databases: SciELO, Redalyc, Portal de Periódicos Capes and Catalog of Theses and Dissertations Capes. Eight works were analyzed: six dissertations and two theses. Results indicated the prevalence of tools that indirectly address self-regulation of learning, in addition to a tendency to incorporate resources that allow stimulation of development of self-regulatory processes in virtual learning platforms. It is expected that new online tools be implemented so that self-regulatory processes become increasingly accessible to university students.

Palabras clave : Self-regulated learning; Online intervention; University students.

        · resumen en Portugués     · texto en Portugués     · Portugués ( pdf )