Keywords

Aprendizaje Autorregulado, Fonoaudiología, Planificación, Evaluación, Accesibilidad, Desempeño académico.

Abstract

El aprendizaje autorregulado (AA) es una habilidad clave para el éxito académico en la educación superior, especialmente en carreras del área de la salud, donde los estudiantes enfrentan cursos exigentes en ciencias básicas. Sin embargo, la enseñanza explícita sobre cómo aprender es escasa en los currículos, lo que limita el desarrollo de estas habilidades. En este contexto, estrategias de bajo costo y alta accesibilidad, como los Servicios de Mensajería de Texto, se perfilan como alternativas viables para apoyar el aprendizaje. El presente estudio evaluó preliminarmente los efectos de una estrategia de promoción del AA mediante el envío de mensajes breves a estudiantes de primer año de Fonoaudiología en una universidad del sur de Chile. A través de un diseño mixto, se combinaron entrevistas individuales y un estudio cuasiexperimental con comparación de cohorte previa. Durante tres meses, 16 estudiantes recibieron 52 mensajes sobre estrategias de autorregulación. Los resultados mostraron mejoras significativas en las tres dimensiones del AA (planificación, ejecución y evaluación) y un aumento en la tasa de aprobación de asignaturas de ciencias básicas. Estos hallazgos ofrecen evidencia preliminar sobre la utilidad del SMS como herramienta complementaria para fortalecer el aprendizaje autorregulado y el rendimiento académico en contextos universitarios.

References

Akerson, V. L., Cesljarev, C., Liu, C., Lederman, J., Lederman, N. y El Ahmadie, N. (2023). Third and fourth grade students’ conceptions of the nature of scientific inquiry. International Journal of Science Education, 46(3), 205-221. https://doi.org/10 .1080/09500693.2023.2226333
An, F., Xi, L. y Yu, J. (2023). The relationship between technology acceptance and self-regulated learning: the mediation roles of intrinsic motivation and learning engagement. Education and Information Technologies, 29(3), 2605-2623. https://doi.org/10.1007/s10639-023-11959-3
Arnau Grass, J. (1984). Diseños experimentales en psicología y educación. México: Trillas. Avello Rodríguez, A., Suárez Amaya, J. A., Cabrera Macías, Y., Avello Martínez, R. y Rodríguez Monteagudo, M. A. (2025). Habilidades de aprender a aprender en estudiantes de cuarto año de medicina. Educación Médica Superior, 39, e4331. https://ems.sld.cu/index.php/ems/article/view/4331
Banihashem, S. K., Noroozi, O., van Ginkel, S., Macfadyen, L. P. y Biemans, H. J. A. (2022). A systematic review of the role of learning analytics in enhancing feedback practices in higher education. Educational Research Review, 37, 100489. https://doi.org/10.1016/j.edurev.2022.100489
Barbosa, M. L., Atanasio, L. L. d. M., Medeiros, S. G. d., Saraiva, C. O. P. d. O. y Santos, V. E. P. (2021). Evolution of nursing teaching in the use of education technology: a scoping review. Revista brasileira de enfermagem, 74(suppl 5), e20200422. https://doi.org/10.1590/0034-7167-2020-0422
Behrendt, M. G., Clark, C., Elliott, M. y Dauer, J. (2024). Relation of life sciences students’ metacognitive monitoring to neural activity during biology error detection. npj Science of Learning, 9(1), 16. https://doi.org/10.1038/s41539-024-00231-z
Ben-Eliyahu, A. y Linnenbrink-Garcia, L. (2012). Extending self-regulated learning to include self-regulated emotion strategies. Motivation and Emotion, 37(3), 558-573. https://doi.org/10.1007/s11031-012-9332-3
Bhat, N., Dahal, A., Deo, S. K. y Bajracharya, J. (2025). Designing and implementing foundation courses for allied health science students employing Kern’s six steps: a narration of perspective. Cogent Education, 12(1), 2444817. https://doi.org/10.1080/2331186X.2024.2444817
Bórquez-Sánchez, E. (2024). Scientific literacy in biology and attitudes towards science in the Chilean education system. Research in Science & Technological Education, 43(2), 589-613. https://doi.org/10.1080/02635143.2024.2320104
Briones Rojas, C., León Godoy, A., Osorio Viarengo, N. y Oyarzún Díaz, P. (2023). Creencias y actitud hacia la Práctica Basada en la Evidencia de fonoaudiólogos latinoamericanos dedicados exclusivamente a la práctica clínica y educativa. Revista de Investigación en Logopedia, 13(1), e81165. https://doi.org/10.5209/rlog.81165
Bruna, D., Pérez, M. V., Bustos, C., & Núñez, J. C. (2017). Propiedades psicométricas del inventario de procesos de autorregulación del aprendizaje en estudiantes universitarios chilenos. Revista Iberoamericana de Diagnóstico y Evaluación - E Avaliação Psicológica, 44(2), 77-91. https://doi.org/10.21865/ridep44.2.07
Chan, E. A., Mak, Y. W., Kor, P., Cheung, K., Wu, C. y Lai, T. (2025). Effectiveness of adaptive self-regulated learning in online learning courses for undergraduate nursing students – A mixed-methods study. Nurse Education Today, 148, 106636. https://doi.org/10.1016/j.nedt.2025.106636
Cheng, Y., Guan, R., Li, T., Rakovi?, M., Li, X., Fan, Y., et al. (2025). Self-regulated Learning Processes in Secondary Education: A Network Analysis of Trace-based Measures. En Proceedings of the 15th International Learning Analytics and Knowledge Conference (pp. 260-271). Association for Computing Machinery. https://doi.org/10.1145/3706468.3706502
Criado-Álvarez, J. J., Mohedano-Moriano, A., Aceituno-Gómez, J., Romo-Barrientos, C., Monforte Perez, D., Saiz-Sanchez, D., et al. (2022). The Importance of Optional Practical Anatomy Courses for Undergraduate Speech Therapy Students. Anatomical Sciences Education, 15(1), 187-197. https://doi.org/10.1002/ase.2079
da Costa, E. R. y da Silva Oliveira, A. B. (2024). Intervenções em estratégias de aprendizagem e aprendizagem autorregulada: uma revisão sistemática da literatura nacional. Revista EDaPECI, 24(2), 114-126. https://doi.org/10.29276/redapeci.2024.24.219944.114-126
Ferraz de Carvalho, C. d. P. y Gimenes Galvão, N. L. (2022). A educação integral na perspectiva da Pedagogia Histórico-Crítica: em defesa da educação escolar e do trabalho docente. Dialogia, (42), e22285. https://doi.org/10.5585/42.2022.22285
Fontana-Rosa, N. S., González-de Paz, L., Codina-Rodríguez, A. C., Pérez-Riart, M. y Carrió-Llach, M. d. M. (2025). Perspectives of medicine, human biology, and nursing undergraduates on transversal skills learning: a mixed-methods study. BMC Medical Education, 25(1), 162. https://doi.org/10.1186/s12909-025-06749-z
Gause, G., Sehularo, L. A. y Matsipane, M. J. (2025). A Conceptual Framework to Improve Resilience Among Undergraduate First-Year Nursing Students: A Mixed-Methods Study. International Journal of Mental Health Nursing, 34(1), e13492. https://doi.org/10.1111/inm.13492
Gibson, D. C., Knezek, G., Redmond, P. y Bradley, E. (2014). Handbook of Games and Simulations in Teacher Education. Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/147471
Gignac, G. E. y Szodorai, E. T. (2016). Effect size guidelines for individual differences researchers. Personality and Individual Differences, 102, 74-78. https://doi.org/10.1016/j.paid.2016.06.069
Goh, T.-T., Seet, B.-C. y Chen, N.-S. (2012). The impact of persuasive SMS on students’ self-regulated learning. British Journal of Educational Technology, 43(4), 624-640. https://doi.org/10.1111/j.1467-8535.2011.01236.x
Granström, M., & Kikas, E. (2023). Teachers’ and students’ evaluations of the effectiveness of learning strategies: An overview of the results of Estonian schools. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 11(2), 98–128. https://doi.org/10.12697/eha.2023.11.2.05
Grewal, D., Herhausen, D., Ludwig, S. y Villarroel Ordenes, F. (2022). The Future of Digital Communication Research: Considering Dynamics and Multimodality. Journal of Retailing, 98(2), 224-240. https://doi.org/10.1016/j.jretai.2021.01.007
Guarinello, A. C., de Oliveira, T. M., da Silva, L. d. S., Dos Santos, V. L. P., de Morais, E. A., Vieira, S. K., et al. (2023). Perception of speech therapy and education students about their experiences and practices in reading and writing academic genre texts. CoDAS, 35(1), e20210178. https://doi.org/10.1590/2317-1782/20212021178en
Guetterman, T. C., Plano Clark, V. L. y Molina-Azorin, J. F. (2023). Terminology and Mixed Methods Research: A Persistent Challenge. Journal of Mixed Methods Research, 18(1), 9-13. https://doi.org/10.1177/15586898231217855
Gupta, N., Ali, K., Jiang, D., Fink, T. y Du, X. (2024). Beyond autonomy: unpacking self-regulated and self-directed learning through the lens of learner agency- a scoping review. BMC Medical Education, 24(1), 1519. https://doi.org/10.1186/s12909-024-06476-x
Hacker, D. J., Bol, L., Horgan, D. D. y Rakow, E. A. (2000). Test Prediction and Performance in a Classroom Context. Journal of Educational Psychology, 92(1), 160-170. https://doi.org/10.1037/0022-0663.92.1.160
Hartelt, T. y Martens, H. (2024). Influence of self-assessment and conditional metaconceptual knowledge on students’ self-regulation of intuitive and scientific conceptions of evolution. Journal of Research in Science Teaching, 61(5), 1134-1180. https://doi.org/10.1002/tea.21938
Hays, R. B., Ramani, S. y Hassell, A. (2020). Healthcare systems and the sciences of health professional education. Advances in Health Sciences Education, 25(5), 1149-1162. https://doi.org/10.1007/s10459-020-10010-1
He, T. y Hu, X. (2022). A Review of Deep Learning Research in the Past Two Decades at Home and Abroad. Journal of Simulation, 10(3), 23-26. https://refhub.elsevier.com/S0742-051X(24)00103-3/sref34
Hey, R., McDaniel, M. y Hodis, F. A. (2024). How undergraduate students learn: uncovering interrelationships between factors that support self-regulated learning and strategy use. Metacognition and Learning, 19(3), 743-772. https://doi.org/10.1007/s11409-024-09389-8
Hoyle, R. H. (2013). Handbook of Personality and Self-Regulation. John Wiley & Sons. https://doi.org/10.1002/9781444318111
Huberman, M., Bitter, C., Anthony, J. y O’Day, J. (2014). The Shape of Deeper Learning: Strategies, Structures, and Cultures in Deeper Learning Network High Schools. Findings from the Study of Deeper Learning Opportunities and Outcomes: Report 1. American Institutes for Research. https://files.eric.ed.gov/fulltext/ED553360.pdf
Hwang, S. (2025). Unpacking the Impact of Writing Feedback Perception on Self-Regulated Writing Ability: The Role of Writing Self-Efficacy and Self-Regulated Learning Strategies. Behavioral Sciences, 15(2), 100. https://doi.org/10.3390/bs15020100
Isaksen, M., Ødegaard, M. y Utsi, T. A. (2024). Science Textbooks: Aids or Obstacles to Inquiry Teaching? Science Teachers’ Experiences in Norwegian Secondary Schools. Science & Education, 34(3), 1461-1487. https://doi.org/10.1007/s11191-023-00492-x
Jover, P. (2024). Lectura para todos: el sistema de lectura fácil. Padres y Maestros, (399), 19-24. https://doi.org/10.14422/pym.i399.y2024.003
Karabulut-Ilgu, A. y Burzette, R. G. (2024). Predictors of Perceived Curricular Difficulty in the First Semester of Veterinary Education. Journal of Veterinary Medical Education, 52(2), 205-212. https://doi.org/10.3138/jvme-2023-0126
Kim, S.-H. (2022). The Mediating Effect of Self-Regulated Learning on the Relationships Among Emotional Intelligence, Collaboration, and Clinical Performance in Korean Nursing Students. Journal of Nursing Research, 30(3), e212. https://doi.org/10.1097/jnr.0000000000000494
Klein, A. Z., Junior, J. C. d. S. F. y Barbosa, J. L. V. (2015). M-Learning in Practice: Using SMS for Teaching and Learning in Undergraduate Courses. IEEE Latin America Transactions, 13(1), 321-329. https://doi.org/10.1109/TLA.2015.7040665
Kruger, J. y Dunning, D. (1999). Unskilled and Unaware of It: How Difficulties in Recognizing One’s Own Incompetence Lead to Inflated Self-Assessments. Journal of Personality and Social Psychology, 77(6), 1121-1134. https://doi.org/10.1037//0022-3514.77.6.1121
Lederman, J. S., Bartels, S., Jimenez, J., Lederman, N. G., Acosta, K., Adbo, K., et al. (2023). Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry. International Journal of Science Education, 46(7), 715-731. https://doi.org/10.1080/09500693.2023.2256458
Li, J. (2024). Mastery goal, task value, and self-efficacy as joint predictors of self-regulation in EFL learning: A conditional process modeling. Language Education & Assessment, 7(1), 1388. https://doi.org/10.29140/lea.v7n1.1388
Li, M. y Wang, T. (2025). Identifying Optimal Learning Strategies: Application of the Asymptotic Retention Rate Model in College Students’ Vocabulary Learning. The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-025-00976-0
Lim, T., Fadzil, M. y Mansor, N. (2011). Mobile Learning via SMS at Open University Malaysia: Equitable, Effective, and Sustainable. International Review of Research in Open and Distributed Learning, 12(2), 122-137. https://doi.org/10.19173/irrodl.v12i2.926
Lima Cerqueira, I. y de Lima Mendes, M. P. (2024). As práticas pedagógicas para o ensino de ciências na educação do campo: uma revisão de literatura. Revista Educação & Formação, 9, e12096. https://doi.org/10.25053/redufor.v9.e12096
Lisbôa, T. J., Versuti-Stoque, F. M. y Dalle Mulle, R. L. (2024). Estratégias de aprendizagem autorreguladas baseadas em tecnologias digitais por estudantes do ensino médio. ETD: Educaçao Temática Digital, (26), e024030. https://doi.org/10.20396/etd.v26i00.8673054
Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L. y Fishbein, B. (2020). TIMSS 2019 International Results in Mathematics and Science. Boston College, TIMSS & PIRLS International Study Center. https://timssandpirls.bc.edu/timss2019/international-results
Mushani, M. (2021). Science Process Skills in Science Education of Developed and Developing Countries: Literature Review. Unnes Science Education Journal, 10(1), 12-17. https://doi.org/10.15294/usej.v10i1.42153
Ng, L.-P., Choong, Y.-O., Kuar, L.-S. y Teoh, S.-Y. (2024). Proactive Personality and Academic Performance Among Undergraduate Students: The Mediating Role of Psychological Capital. SAGE Open, 14(3), 21582440241282185. https://doi.org/10.1177/21582440241282185
OECD. (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. OECD Publishing. https://doi.org/10.1787/53f23881-en
Olop, J., Granström, M., & Kikas, E. (2024). Students’ metacognitive knowledge of learning-strategy effectiveness and their recall of teachers’ strategy instructions. Frontiers In Education, 9. https://doi.org/10.3389/feduc.2024.1307485
Panadero, E. y Alonso-Tapia, J. (2014). ¿Cómo autorregulan nuestros alumnos? Modelo de Zimmerman sobre autorregulación del aprendizaje. Anales de Psicología, 30(2), 450-462. https://doi.org/10.6018/analesps.30.2.167221
Pôrto, T. M., Massi, G. A. y Guarinello, A. C. (2020). A relação de alunos de fonoaudiologia com a leitura e escrita a partir de uma oficina de letramento. Revista Ibero-Americana de Estudos em Educação, 15(esp5), 2985-3000. https://doi.org/10.21723/riaee.v15iesp5.14570
Puja, D., Minal, P., Neeraj, V., Ami, P., Sunil, C. y Nimit, V. K. (2024). Evaluating the Impact of Basic Science Elective Modules: Medical Students’ Perspective. International Journal of Anatomy and Research, 12(3), 9003-9010. https://doi.org/10.16965/ijar.2024.158
Romanova, A., Touchie, C., Ruller, S., Kaka, S., Moschella, A., Zucker, M., et al. (2024). Learning Plan Use in Undergraduate Medical Education: A Scoping Review. Academic Medicine, 99(9), 1038-1045. https://doi.org/10.1097/acm.0000000000005781
Salas Guadiana, E. A. y Gallardo Córdova, K. E. (2022). Evolución de la conceptualización de la autorregulación en Orientación Educativa: una revisión sistemática de literatura. REOP - Revista Española de Orientación y Psicopedagogía, 33(2), 23-44. https://doi.org/10.5944/reop.vol.33.num.2.2022.34358
Salazar, P., Manterola, C., Quiroz, G., García, N., Otzen, T., Mora, M., et al. (2019). Estudios de cohortes. 1? parte. Descripción, metodología y aplicaciones. Revista de cirugía, 71(5), 482-493. https://doi.org/10.35687/s2452-45492019005431
Saldaña, J. (2016). The coding manual for qualitative researchers. New york: SAGE.
Scarampi, C., Cauvin, S., Moulin, C. J. A., Souchay, C., Schnitzspahn, K. M., Ballhausen, N., et al. (2024). Age- and task-setting related performance predictions in prospective memory: Can metacognition explain the age-prospective memory paradox? Cortex, 181, 119-132. https://doi.org/10.1016/j.cortex.2024.09.014
Shen, B., & Bai, B. (2024). Enhancing Chinese university students’ writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention. System, 122, 103249. https://doi.org/10.1016/j.system.2024.103249
Shi, Y. y Yang, H. (2025). Development, revision, and validation of a Self-Regulated Learning Questionnaire for Chinese undergraduate students. Acta Psychologica, 256, 104956. https://doi.org/10.1016/j.actpsy.2025.104956
Shiao, Y.-T., Chen, C.-H., Wu, K.-F., Chen, B.-L., Chou, Y.-H. y Wu, T.-N. (2023). Reducing dropout rate through a deep learning model for sustainable education: long-term tracking of learning outcomes of an undergraduate cohort from 2018 to 2021. Smart Learning Environments, 10(1), 55. https://doi.org/10.1186/s40561-023-00274-6
Shin, D. D. (2024). Curiosity promotes self-regulated learning and achievement in online courses for students with varying self efficacy levels. Educational Psychology, 44(4), 455-474. https://doi.org/10.1080/01443410.2024.2372302
Stanton, J. D., Halmo, S. M., Carter, R. J., Yamini, K. A. y Ososanya, D. (2024). Opportunities for guiding development: insights from first-year life science majors’ use of metacognition. Journal of Microbiology & Biology Education, 25(3), e00053-00024. https://doi.org/10.1128/jmbe.00053-24
Taghizade, A., Azimi, E., Mahmoodian, H. y Akhash, S. (2023). Integrating Community of Inquiry Framework Principles With Flipped Classroom Pedagogy to Enhance Students’ Perceived Presence Sense, Self-Regulated Learning, and Learning Performance in Preservice Teacher Education. International Review of Research in Open and Distributed Learning, 24(4), 154-173. https://doi.org/10.19173/irrodl.v24i4.7005
Teplá, M. y Distler, P. (2025). The impact of long-term inquiry-based science education on students’ motivation and knowledge acquisition: the role of gender, subject, and level of inquiry. Humanities and Social Sciences Communications, 12(1), 239. https://doi.org/10.1057/s41599-025-04437-3
Turhan, B. (2020). Physiotherapy and Rehabilitation Students’ Opinions on Anatomy Education: A Cross-sectional Survey Study. Physiotherapy Quarterly, 28(2), 46-51. https://doi.org/10.5114/pq.2020.94507
Ullrich, P., Wollbrück, D., Danker, H. y Singer, S. (2010). Evaluation of Psycho-social Training for Speech Therapists in Oncology. Impact on General Communication Skills and Empathy. A Qualitative Pilot Study. Journal of Cancer Education, 26(2), 294 300. https://doi.org/10.1007/s13187-010-0148-0
Urbanek, A., Losa, A., Wieczorek-Kosmala, M., Hlavá?ek, K. y Lokaj, A. (2023). Did the Quality of Digital Communication Skills in Education Improve after the Pandemic? Evidence from HEIs. Sustainability, 15(15), 11878. https://doi.org/10.3390/su151511878
van der Gulden, R., Timmerman, A., Muris, J. W. M., Thoonen, B. P. A., Heeneman, S. y Scherpbier-de Haan, N. D. (2022). How does portfolio use affect self-regulated learning in clinical workplace learning: What works, for whom, and in what contexts? Perspectives on Medical Education, 11(5), 247-257. https://doi.org/10.1007/s40037-022-00727-7
Vargas-Velandia, C. J. y Morales-Silva, T. A. (2021). Análisis de habilidades científicas en la enseñanza de las ciencias: caso comparativo entre profesores de Chile y Colombia. Tecné, Episteme y Didaxis: TED, (50), 57-75. https://doi.org/10.17227/ted.num50-11129
Vinney, L. A. y Harvey-Northrop, J. M. (2024). Curricular Integration in Clinically Based Fields: A Case Study From Speech Language Pathology. En J. Friberg, C. Visconti, y S. Ginsberg (Eds.), Evidence-Based Education in the Classroom (pp. 167 174). Routledge. https://doi.org/10.4324/9781003524083-21
Wijbenga, L., van der Velde, J., Korevaar, E. L., Reijneveld, S. A., Hofstra, J. y de Winter, A. F. (2024). Emotional problems and academic performance: the role of executive functioning skills in undergraduate students. Journal of Further and Higher Education, 48(2), 196-207. https://doi.org/10.1080/0309877X.2023.2300393
Xu, J. y Zhu, Y. (2023). Factors influencing the use of ICT to support students’ self-regulated learning in digital environment: The role of teachers in lower secondary education of Shanghai, China. Psychology in the Schools, 60(11), 4312-4331. https://doi.org/10.1002/pits.22938
Yu, L., Chen, S. y Recker, M. (2021). Structural relationships between self-regulated learning, teachers’ credibility, information and communications technology literacy and academic performance in blended learning. Australasian Journal of Educational Technology, 37(4), 33-50. https://doi.org/10.14742/ajet.5783
Yulianti, E., Rahman, N. F. A., Rahmadani, A., Phang, F. A. y Suwono, H. (2025). Exploring Students’ Creativity Using STEAM Based Reading Texts. Journal of Advanced Research in Applied Sciences and Engineering Technology, 44(1), 181-187. https://doi.org/10.37934/araset.44.1.181187
Zhang, P., Zhao, P. y Kim, J. (2024). Assessing the Learner’s Engagement Through Virtual Classroom and Teaching Pedagogy: The Mediating Role of Technology Usage. Comunicar: Revista Científica de Comunicación y Educación, 32(78), 16-28. https://doi.org/10.58262/V32178.2
Zheng, Z., Liu, W. y Wang, Y. (2024). The Association Between Teacher Competence and College Students’ Academic Achievement: The Mediating Role of College Students’ Mental Health. The Asia-Pacific Education Researcher, 34(1), 381 394. https://doi.org/10.1007/s40299-024-00861-2
Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11(4), 307-313. https://doi.org/10.1016/0361-476X(86)90027-5

Fundref

Esta investigación contó con apoyo a través de financiamiento vía Proyecto ModUSS 202420 de la Universidad San Sebastián, Chile.

Crossmark

Technical information

Received: 2025-05-16 | Reviewed: 2025-06-25 | Accepted: 2025-06-26 | Online First: 2025-10-02 | Published: 2025-10-05

Metrics

Metrics of this article

Views: 38099

Abstract readings: 36810

PDF downloads: 1289

Full metrics of Comunicar 77

Views: 459033

Abstract readings: 446071

PDF downloads: 12962

Cited by

Cites in Web of Science

Currently there are no citations to this document

Cites in Scopus

Currently there are no citations to this document

Cites in Google Scholar

Currently there are no citations to this document

Descarga

Métricas alternativas

Cómo citar

Jorge Alfaro-Urrutia., Constanza Maldonado-Rojas. (2025). Comunicación digital y aprendizaje autorregulado: El efecto de un servicio de mensajería breve en estudiantes universitarios. Comunicar, 33(83). 10.5281/zenodo.17217280

Share

        

Oxbridge Publishing House

4 White House Way

B91 1SE Sollihul Reino Unido

Administración

Redacción

Creative Commons

Esta web utiliza cookies para obtener datos estadísticos de la navegación de sus usuarios. Si continúas navegando consideramos que aceptas su uso. +info X