Desarrollar el aprendizaje autorregulado en estudiantes de contabilidad: una guía para educadores
DOI:
https://doi.org/10.35564/jmbe.2025.0003Palabras clave:
estudiantes, contabilidad, Aprendizaje autorregulado, educadores, modelos de aprendizaje autorregulado, integrado, investigación-acciónResumen
Los educadores de educación superior deben dotar a los estudiantes de habilidades de aprendizaje autorreguladas para mantenerse al día con los cambios globales en curso. El aprendizaje autorregulado es la capacidad de un estudiante para establecer objetivos de aprendizaje, monitorear el progreso, ajustar estrategias y controlar su proceso de aprendizaje. Existen diferentes modelos propuestos en la literatura para desarrollar y potenciar el proceso de autorregulación. El objetivo de este artículo es desarrollar un programa práctico basado en modelos de aprendizaje autorregulado para que los educadores lo incorporen en su plan de estudios existente, con el objetivo de mejorar las habilidades de aprendizaje autorregulado de los estudiantes, particularmente dentro de un plan de estudios de contabilidad. Utilizando una metodología de investigación-acción, el programa se desarrolló a través de dos ciclos de investigación-acción, con datos cuantitativos y cualitativos recopilados y analizados. Los hallazgos indican que el programa propuesto, basado en modelos de aprendizaje autorregulados, ayudó a los estudiantes a tomar el control de su proceso de aprendizaje estableciendo objetivos, reflexionando sobre su progreso, gestionando su entorno de aprendizaje y manteniéndose motivados. El documento demuestra cómo los educadores pueden integrar este programa en su plan de estudios, ofreciendo estrategias valiosas para fomentar el aprendizaje autorregulado, que es crucial para el éxito académico de los estudiantes y el futuro desarrollo profesional en un entorno global que cambia rápidamente.
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