<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932024000100503</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v29a2024e8866</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Intervenções on-line para promover a autorregulação da aprendizagem no Ensino Superior: revisão da literatura brasileira]]></article-title>
<article-title xml:lang="en"><![CDATA[Online interventions to foster self-regulated learning in Higher Education: review of Brazilian literature]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miranda]]></surname>
<given-names><![CDATA[Célia Artemisa Gomes Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Boruchovitch]]></surname>
<given-names><![CDATA[Evely]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas Departamento de Psicologia Educacional Faculdade de Educação]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932024000100503&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932024000100503&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932024000100503&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO As competências autorregulatórias são cada vez mais necessárias no meio acadêmico universitário, contudo os modelos presenciais para a promoção da autorregulação da aprendizagem não conseguem atender a demanda de estudantes que precisam desenvolver essas competências, devido à escassez de intervenções oferecidas. Para ampliar as possibilidades, modelos de intervenção on-line têm sido usados como aliados da autorregulação entre os estudantes universitários. Apesar dos esforços nessa direção, poucas iniciativas foram encontradas na literatura brasileira. Este estudo objetiva examinar a literatura nacional sobre ferramentas on-line voltadas para a promoção do desenvolvimento da autorregulação da aprendizagem de estudantes no Ensino Superior. Fez-se uma revisão sistemática de natureza empírica de trabalhos publicados entre 2017 e 2023, nas seguintes bases de dados: SciELO, Redalyc, Portal de Periódicos da Capes e Catálogo de Teses e Dissertações da Capes. Foram analisados oito trabalhos, sendo seis dissertações e duas teses. Os resultados indicaram a prevalência de ferramentas que abordam a autorregulação da aprendizagem de forma indireta, além de uma tendência em incorporar recursos que permitem estimular o desenvolvimento dos processos autorregulatórios nas plataformas virtuais de aprendizagem. Espera-se que novas ferramentas on-line sejam implementadas, para que os processos autorregulatórios se tornem cada vez mais acessíveis aos estudantes universitários.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem autorregulada]]></kwd>
<kwd lng="pt"><![CDATA[Intervenção on-line]]></kwd>
<kwd lng="pt"><![CDATA[Universitários]]></kwd>
<kwd lng="en"><![CDATA[Self-regulated learning]]></kwd>
<kwd lng="en"><![CDATA[Online intervention]]></kwd>
<kwd lng="en"><![CDATA[University students]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<article-title xml:lang=""><![CDATA[Can Computer-Based Learning Environments (CBLEs) Be Used as Self-Regulatory Tools to Enhance Learning?]]></article-title>
<source><![CDATA[Educational Psychologist]]></source>
<year>2005</year>
<volume>40</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>267-71</page-range></nlm-citation>
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</ref-list>
</back>
</article>
