Abstract:

In accordance with the guidelines of the European Area of Higher Education, teachers should promote that the students, throughout their University studies, develop their capacity to learn autonomously. Because of this prescription, the authors of this paper have tried to recognize what is called self-regulated learning. The aim is to find teaching resources that facilitate students to learn independently. If the teachers want to achieve that the students learn autonomously, in the planning of their courses, should not forget that individuals, depending on their different cognitive qualities, assimilate knowledge in different ways. We have tried to determine, at a basic level, what are the educational resources most appropriate for each of these different cognitive qualities; resources that include different modes of exhibition and self-assessment. We have also recognized the importance for the students' learning that the students schedule their hours of study, to the extent possible, taking into account their biorhythms. To act this way, the information that is provided to the students at the beginning of their studies should pick up some indication on this point. We believe, then, that you can facilitate the students' learning independently if they are informed of the factors involved in that capacity. The students that warn how learn have taken a step forward to improve their learning, they have laid the foundations to make of the learning process a controlled process. Our collaboration in this Congress consists on showing the provisional conclusions that we have reached about, how it is possible to facilitate that the students take that step forward.

Keywords:

Self-regulated learning, blended learning, generic skills.