Self-Regulation Strategy for Work College Student Online Collaborative

Authors

  • SORATNA VERONICA NAVAS GOTOPO UNIVERSIDAD CIENTÍFICA DEL SUR
  • MADELEINE LOURDES PALACIOS NUÑEZ UNIVERSIDAD AUTÓNOMA DEL PERÚ, LIMA , PERÚ
  • JORGE LUIS OLAYA RODRIGUEZ UNIVERSIDAD AUTÓNOMA DEL PERÚ, LIMA , PERÚ
  • LILIANA JANET LARREA MORALES UNIVERSIDAD AUTÓNOMA DEL PERÚ, LIMA , PERÚ
  • NANCY BARAZORDA PUGA UNIVERSIDAD AUTÓNOMA DEL PERÚ, LIMA , PERÚ

DOI:

https://doi.org/10.18687/LACCEI2024.1.1.1486

Keywords:

aprendizaje colaborativo en línea, estudiantes, enseñanza superior, tecnología de la información y la comunicación

Abstract

In the context of the pandemic, the research addresses the effects of self-regulation in online collaborative learning (ACL) among university students. A quantitative approach with a quasiexperimental design was used, applying ACL pretest and posttest surveys to a control and experimental group. 80 Business Administration students were selected, divided equally between the two groups. The results demonstrate that the application of selfregulation strategies positively influences online collaborative work, strengthening five key dimensions. This study highlights the importance of self-regulation in university virtual environments to enhance collaborative learning

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Published

2024-04-09

Issue

Vol. 1 No. 10 (2024): LACCEI 2024

Section

Articles

License

Copyright (c) 2024 LACCEI

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite

NAVAS GOTOPO, S. V., PALACIOS NUÑEZ, M. L., OLAYA RODRIGUEZ, J. L., LARREA MORALES, L. J., & BARAZORDA PUGA, N. (2024). Self-Regulation Strategy for Work College Student Online Collaborative. LACCEI, 1(10). https://doi.org/10.18687/LACCEI2024.1.1.1486

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