Revisión sistemática sobre estudios de autorregulación del aprendizaje en programas educativos apoyados con tecnología.

The general goal of this work is to carry out a systematic review of the specialized literature on the evaluation and promotion of self-regulated learning (SAR), as well as the relationship between self-regulation and school learning (SRL) in students of educational programs supported by ICT. Following this research methodology, specifically the systematic review, we carried out the five steps according to Khan, Kunz, Kleijnen and Antiguo (2003): 1) Identification of the research questions; 2) Identification of relevant studies; 3) Selection of studies; 4) Comparison of data, and 5) Summary and report of results. The main actions include: search for articles in different databases, analytical readings of summaries and full texts, and comparison with the inclusion criteria to evaluate the quality of the studies. The total number of articles selected was 11. The main categories of analysis are: Self- regulated learning processes, Learning evaluation, Instruments used and Techniques to promote or support self-regulated learning. In general, it is concluded that self-regulation has a significant impact, ranging from moderate to excellent, on learning in ICT-mediated educational programs. The relationship is complex and depends on the characteristics of the student, the task, and the context. [ABSTRACT FROM AUTHOR]