Scaffolding model for self-regulation of learning in university virtual education /Modelo de andamiaje a la autorregulación del aprendizaje en la educación virtual universitaria

Abstract

A  scaffolding  model  for  self- learning  regulation  through  a  university training program  based  on  blended  learning  is  shown  by  analyzing  the  experience developed  through  Blackboard  Learn  in  a  teacher  training  program  for  one
academic  period.  It  was  based  primarily  on  the  cyclical  sociocognitive  model from  the  academic  self-regulation  and  the  proposals  on  the  scaffolding  digital environments.  Data  taken  from  documents,  virtual  classroom,  interviews  and
surveys  to  tutors  and  students  as  well  as  staff  coordinator  and  managers  were analyzed  and  integrated.   The  results  show  that:  a)  the  scaffolding  provided  in the  program  is  mainly  focused  on  the  phases  of  forecast  performance  and
academic  self-regulation  cycle;  c)  in  a  university  training  program  based  on blended  learning,    a  scaffolding self-regulated  learning  can  effectively  be provided by implementing a set of principles related to six aspects of scaffolding.

Keyword:  Scaffolding  model,  self-regulated  learning,  teacher  training,  virtual education, learning management system