Abstract
The concept of autonomous learning has been resignified in recent years as a result of the expansion of the different types of study. Online education in higher education institutions has become an effective option to increase and diversify opportunities for access and learning, however, high rates of dropout, reprisal and low averages still persist. academic performance. Recent research shows that the problem is accentuated because most students have difficulty self-regulating their own learning process autonomously. From this perspective, the purpose of the study was to examine and analyze, through a systematic review of the literature, on autonomous/self-regulated learning, theoretical models and determine which variables influence a learning process mediated by technology processes in the higher education. The findings indicate that: (1) autonomous learning is a synonym of self-regulation; (2) Pintrich’s self-regulatory model is the most used in digital contexts; and (3) the self-regulatory variables identified are wide and varied.
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Acknowledgments
This work was supported by the State University of Bolivar, giving me the facilities to carry out the research thesis called “Strategies based on analytical learning for the study of the variables related to autonomous learning. Case study in Higher Education of Ecuador”, as part of the Doctorate in Informatics at the National University of La Plata, Argentina.
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Fierro-Saltos, W. et al. (2020). Autonomous Learning Mediated by Digital Technology Processes in Higher Education: A Systematic Review. In: Ahram, T., Karwowski, W., Pickl, S., Taiar, R. (eds) Human Systems Engineering and Design II. IHSED 2019. Advances in Intelligent Systems and Computing, vol 1026. Springer, Cham. https://doi.org/10.1007/978-3-030-27928-8_11
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