<?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>1646-933x</journal-id>
<journal-title><![CDATA[Educação, Formação e Tecnologias]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Form. Tecnol.]]></abbrev-journal-title>
<issn>1646-933x</issn>
<publisher>
<publisher-name><![CDATA[Educom - Associação Portuguesa de Telemática Educativa]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1646-933x2016000100003</article-id>
<article-id pub-id-type="doi">10.1549/1646933Xv9n12015010600015</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Análise da aprendizagem autorregulada de alunos de cursos a distância em função das áreas de conhecimento]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis of self-regulated learning of students in distance learning courses according to the knowledge areas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pavesi]]></surname>
<given-names><![CDATA[Marilza Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alliprandini]]></surname>
<given-names><![CDATA[Paula Mariza Zedu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Norte do Paraná  ]]></institution>
<addr-line><![CDATA[Londrina Parana]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[Londrina Parana]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2016</year>
</pub-date>
<volume>9</volume>
<numero>1</numero>
<fpage>3</fpage>
<lpage>15</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1646-933x2016000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1646-933x2016000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1646-933x2016000100003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O presente estudo teve como objetivo analisar o perfil de aprendizagem autorregulada de alunos de cursos a dist&#226;ncia de tr&#234;s institui&#231;&#245;es de ensino superior de diferentes &#225;reas de conhecimento. Um total de 305 participantes, sendo 282 alunos da gradua&#231;&#227;o e 23 alunos da p&#243;s-gradua&#231;&#227;o, respondeu a um question&#225;rio contendo 12 quest&#245;es sobre o perfil dos estudantes, e a uma Escala de Aprendizagem Autorregulada Online, com 24 itens distribu&#237;dos em seis Fatores (Estabelecimento de Metas; Estrutura&#231;&#227;o do Ambiente; Estrat&#233;gias para as Tarefas; Gerenciamento do Tempo; Procura por Ajuda e Autoavalia&#231;&#227;o). A coleta de dados foi realizada online por meio do recurso Google Forms e tamb&#233;m presencialmente. Os resultados mostraram um alto n&#237;vel de autorregula&#231;&#227;o dos alunos em rela&#231;&#227;o ao estabelecimento de metas e estrutura&#231;&#227;o do ambiente, e um n&#237;vel moderado de autorregula&#231;&#227;o em rela&#231;&#227;o &#224;s estrat&#233;gias para as tarefas, gerenciamento do tempo, autoavalia&#231;&#227;o e procura por ajuda. Este &#250;ltimo foi o fator que apresentou a menor m&#233;dia entre os fatores. Em rela&#231;&#227;o &#224;s &#225;reas do conhecimento, alunos da &#225;rea de Ci&#234;ncias Humanas se mostraram mais autorregulados que aqueles das outras duas &#225;reas. Alguns estudos t&#234;m mostrado que muitos dos alunos que frequentam a Educa&#231;&#227;o a Dist&#226;ncia n&#227;o t&#234;m os conhecimentos necess&#225;rios ao bom gerenciamento das ferramentas de interatividade, al&#233;m da falta de gerenciamento do tempo para estudo. Considerando que, apesar do aumento de cursos ofertados a dist&#226;ncia, h&#225; ainda um n&#250;mero restrito de pesquisas sobre esta tem&#225;tica, em especial sobre a autorregula&#231;&#227;o da aprendizagem na EaD e na forma&#231;&#227;o de professores e tutores, este artigo visa preencher parte dessa lacuna. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The study had the objective of analyzing the self-regulated learning profile of students taking part in Distance Learning courses on three higher education institutions from different areas of knowledge. A total of 305 participants, 282 graduate students and 23 undergraduate students answered to a questionnaire having 12 questions about the students profile and to an Online Self-Regulated Scale of Learning Strategies, with 24 items distributed in six Factors (Goal Setting; Environment Structuring; Strategies for the Tasks; Time Management; Search for help and Self-evaluation). Data collection was carried out online by Google Forms and, also in person. Results showed a high level of self-regulation of students regarding the establishment of goals and environment structuring, and a moderate level of self-regulation regarding strategies for the tasks, time management, self-evaluation and searching for help. This last one was the factor that had a lower average among the factors. Regarding knowledge areas, students from Human Sciences have shown to be more self-regulated than those of the two other areas. Some studies are showing that many of the students attending Distance Learning do not have the knowledge needed for the good management of the interactive tools, besides the lack of time management for studies. Considering that, despite the increase in the offer of Distance Learning courses, there is still a restrict number of researches about this theme, specially, about the self-regulation of learning in Distance Learning and the formation of teachers and tutors, this paper aims to be a contribution to fill this gap. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Áreas de Conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Autorregulação da Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação a Distância]]></kwd>
<kwd lng="en"><![CDATA[Distance Learning]]></kwd>
<kwd lng="en"><![CDATA[Learning Self-Regulation]]></kwd>
<kwd lng="en"><![CDATA[Knowledge Areas]]></kwd>
</kwd-group>
</article-meta>
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