Daily practices of study and autonomous learning in family and academic students' contexts

dc.creatorTorres Vásquez, Angélica
dc.creatorSan Martín Cantero, Daniel
dc.date2018
dc.date2021-04-30T16:31:15Z
dc.date2021-04-30T16:31:15Z
dc.date.accessioned2021-06-14T22:03:14Z
dc.date.available2021-06-14T22:03:14Z
dc.identifierDILEMAS CONTEMPORANEOS-EDUCACION POLITICA Y VALORES,Vol.6,,2018
dc.identifierhttp://repositoriodigital.uct.cl/handle/10925/2811
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3299455
dc.descriptionDaily study practices are investigated to visualize autonomous learning in pedagogy students. In doing so, habits, practices and relationships are presented in the context of higher education. Familiar and academic contexts that show daily practices of study are addressed. The purpose is to approach autonomous learning through study strategies used by students. The methodology is qualitative with a biographical approach. Biographemas and focus groups were used. In family contexts, learning conditions are evident such as: silence, music and time organization. In the academic contexts, individual and social strategies are described. The study concludes with the presence of tensions between daily practices of study and autonomous learning, and the importance of the individual and social construction of knowledge.
dc.languagees
dc.publisherASESORIA & TUTORIAS INVESTIGACION CIENTIFICA EDUCACION
dc.sourceDILEMAS CONTEMPORANEOS-EDUCACION POLITICA Y VALORES
dc.subjectdaily study practices
dc.subjectautonomous learning
dc.subjectlearning strategies
dc.subjectself-regulation
dc.subjecthigher education
dc.titleDaily practices of study and autonomous learning in family and academic students' contexts
dc.typeArticle


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