Aprendizaje Autorregulado: Una Revisión Conceptual

Abstract

Learning is a critical process at present. This is due to the fact that the accumulated, structured and useful information in this era of knowledge, is the capital of individuals and institutions. Learning is the process that allows to build this knowledge. Even when we agree in considering the relevance of the technolgy as a facilitator of the learning process, and although we are sure that Higher Education, focus of the present analysis, will be benefited by technology inthe formation of experts, it has been demonstrated that the mere presentation of information in a hypermedia structure does not necessaily lead to significant learning content structures in this context, the importance of a recurrently employed concept while analyzing learning skills resurges: the apprentice's autonomy. The contemporary relative of the concept of autonomy is self-regulation. for a couple of decades the concept to the self-regulation and its repercussions in educational environment have been analyzed. In this way, the interest of the present paper is focused on the analysis of learning processes in the context of higher education, and given the relevance ofthe student's autonomy, we consider important to present a breakdown of the self-regulation concept, with an eye toward its understanding and identification of routes to which future investigation can be suggested. First, the elements will be presented that allow the definition of self-regulation; later on, the theoretical models that explain it, following the status of the identification of the role of their components, and some conclusions that suggest research lines.