Self-regulation in academic work of distance education students

Abstract

This study describes the perception of self-regulation for the planning of academic work in distance education students. Its approach is qualitative with a phenomenological interpretive design because it analyzes the phenomenon of student self-regulation to start and finish academic work in virtual environments. 8 students from a higher education institute were interviewed. It was evidenced that students plan their activities according to the level of difficulty, which increases their self-efficacy and responsibility in decision-making in this modality. In addition, they have identified the development of self-regulation of their learning and valued the teaching presence in their learning environment.