Automonitoreo – Aprendizaje de Adultos
Estrategia · Aprendizaje de Adultos
Automonitoreo
Cuando los adultos monitorean su comprensión, desempeño y uso de estrategias al aprender, se involucran más en su trabajo, desarrollan su Metacognición y participan activamente en el proceso. Ayudar a los estudiantes a autoevaluar su comportamiento ayuda a desarrollar su Autorregulación, monitorear su comprensión durante la lectura y pensar en estrategias durante las tareas de matemáticas. El automonitoreo también apoya el pensamiento crítico y las habilidades de Resolución de Problemas.
Referencias
Bol, L., Campbell, K. D. Y., Perez, T., & Yen, C. J. (2016). The effects of self-regulated learning training on community college students’ metacognition and achievement in developmental math courses. Community College Journal of Research and Practice, 40(6), 480–495.
Burke, L. E., Wang, J., & Sevick, M. A. (2011). Self-monitoring in weight loss: A systematic review of the literature.Journal of the American Dietetic Association, 111(1), 92-102.
Cho, K., Cho, M. H., & Hacker, D. J. (2010). Self-monitoring support for learning to write. Interactive Learning Environments, 18(2), 101-113.
Dunlosky, J., Cavallini, E., Roth, H., McGuire, C. L., Vecchi, T., & Hertzog, C. (2007). Do self-monitoring interventions improve older adult learning?Journals of Gerontology – Series B Psychological Sciences and Social Sciences, 62(SPEC. ISSUE 1), 70–76.
Farrell, A., & McDougall, D. (2008). Self-monitoring of pace to improve math fluency of high school students with disabilities. Behavior Analysis in Practice, 1(2), 26-35.
Ghanizadeh, A. (2017). The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education.Higher Education, 74(1), 101–114.
Greene, J. A., Yu, S. B., & Copeland, D. Z. (2014). Measuring critical components of digital literacy and their relationships with learning. Computers and Education, 76, 55–69.
Harris, K. R., Graham, S., Friedlander, B., & Laud, L. (2013). Bring powerful writing strategies into your classroom! Why and how.The Reading Teacher, 66(7), 538-542.
Henrikson, R. (2019). Using online lectures to promote engagement: Recognising the self-directed learner as critical for practical inquiry.Journal of Open, Flexible and Distance Learning, 23(1), 17–32.
Hedeshi, V. M. (2017). The effect of self-regulatory learning strategies on academic engagement and task value. World Family Medicine Journal/Middle East Journal of Family Medicine, 15(10), 242–247.
Ingels, S. A. (2011). The effects of self-monitoring strategy use on the pronunciation of learners of English [Doctoral dissertation, University of Illinois at Urbana-Champaign].
Janakiraman, S., Watson, S. L., & Watson, W. (2018). Adult learners use of self-directed learning strategies in a massive open online course.Journal of Ethnographic & Qualitative Research, 13(2), 122–133.
Kennedy, M. R., Yorkston, K. M., & Rogers, M. (1995). Self-monitoring abilities of two adults with traumatic brain injury during verbal learning.American Journal of Speech-Language Pathology, 4(4), 159-163
Palmer, L., Bliss, D. L., Goetz, J. W., & Moorman, D. (2010). Helping undergraduates discover the value of a dollar through self-monitoring. American Journal of Business Education (AJBE), 3(7), 103–108.
Popham, M., Counts, J., Ryan, J. B., & Katsiyannis, A. (2018). A systematic review of self-regulation strategies to improve academic outcomes of students with EBD.Journal of Research in Special Educational Needs, 18(4), 239–253.
Scheithauer, M. C., & Kelley, M. L. (2017). Self-monitoring by college students With ADHD: The impact on academic performance.Journal of Attention Disorders, 21(12), 1030–1039.
Factores que respalda esta estrategia
Estos son los factores del aprendizaje conectados con esta estrategia, agrupados por categoría. Solo se muestran como enlace los factores que ya tienen una página de detalle publicada.