Banca de DEFESA: JULIANA BENTO DA SILVA

AN ANALYSIS OF SELF-REGULATED LEARNING MEDIATED BY EDUCATIONAL TECHNOLOGIES IN HIGHER EDUCATION

Self-regulation of learning; Higher education; Educational Technology

This dissertation deals with carrying out a pedagogical intervention applying strategies of self-regulation of learning supported by collaborative technologies with a sample of students from the Bachelor's Degree in Information Technology at the Federal University of Rio Grande do Norte. The object of study is the self-regulation of learning, where the student is the center of his learning process. For this to occur, it is necessary to observe processes that involve cognitions, motivations, behaviors and affections of students, planned and adjusted with the purpose of achieving their academic goals. In the higher academic context, self-regulation of learning acquires a singular relevance, standing out as a determining factor for academic success and the development of skills. The methodology adopted in this research was the interventionist method, with a qualitative methodological approach and the data analysis was based on the simple descriptive analysis method. As instruments, we used questionnaires, logbooks, self-regulatory activities and interviews. The research had as a technical product a didactic guide on how to promote self-regulated learning with the use of collaborative technologies. The results obtained after the intervention reported improvements in task execution, study planning and the use of collaborative tools in their study routines. Cognitive functions such as attention and memory were the most used during the process, as well as self-awareness, emotional control and interpersonal relationship skills were present in the speeches of the students who participated in the intervention. The present study may help identify strengths and weaknesses of the learning regulation process, bringing the insertion of collaborative tools in this process and providing contribution to IMD and PPGITE in the area of learning management and evaluation.