Jesús Martín Casas Montenegro, Juana Isabel Narumi Guerra Sialer, María Del Rosario Sáenz Flores, Karina Del Milagro Paiva Jurupe, Lucy Reineria Rodas Torres.
DOI: 10.59427/rcli/2023/v23cs.443-448
As of the COVID-19 pandemic, the educational systems of many countries saw the need to move the teaching-learning processes to virtuality. Although governments implemented programs such as “I learn at home”, these have not had the desired success since students have not been able to develop their skills. This has shown the urgency of strengthening the autonomy of students to learn to learn, this being the purpose of this work that allows contributing to the achievement of significant learning within virtual teaching. This work analyzes various models to develop self-regulated learning (autonomous learning) reaching the conclusion that, in virtuality, the key element is the student’s motivation to learn. To this must be added teaching metacognitive strategies and developing the emotional part. To achieve this, the teacher must be well trained in the digital and emotional part to provide feedback to their student and involve parents. The bibliographical exploratory method was used, collecting precise and useful information that contributes to all teachers in the world.
Pág 443-448, 02 Jun
