INTRODUCCIÓN. Los profesores chilenos a partir de la suspensión de clases presenciales durante la pandemia COVID-19, han tenido que mantener la continuidad del trabajo pedagógico. OBJETIVO. Conocer las percepciones de los profesores respecto de su rol, el proceso de enseñanza-aprendizaje, el apoyo de instituciones y su salud mental ante la actual situación emergente producto de la pandemia por Coronavirus. MÉTODO. Este estudio utilizó un enfoque cualitativo, el cual se realizó mediante entrevistas semiestructuradas. Los participantes fueron 10 profesores de Educación Secundaria. RESULTADOS. Los profesores declaran que: su rol se centra en las necesidades emocionales de la comunidad escolar; requieren adquisición de competencias tecnológicas; la Priorización Curricular no tiene lineamiento para ningún tipo de establecimiento, todos actúan de acuerdo a las necesidades del contexto; su retroalimentación llega sólo a estudiantes con acceso a internet; sus emociones son principalmente pena, angustia y estrés; las demandas y/o exigencias laborales son altas; el apoyo percibido es variado; finalmente, hasta la fecha, las condiciones del contrato laboral no se ha modificado. DISCUSIÓN Y CONCLUSIONES. Se requiere mayor atención a los desafíos que enfrentan los profesores ante la pandemia y es imprescindible apoyarlos en el ajuste de su quehacer profesional.

Introduction: The study on self-regulated learning in blended learning (BL) environments highlights its crucial relevance for both the academic development of students and the evolution of contemporary educational methods. This research focused on conceptualizing self-regulated learning in university contexts with a BL modality, using direct student perceptions.Methods: An inductive qualitative approach with a phenomenological design was employed. Responses from 312 undergraduate students who had completed their first or second year were analyzed; 65 participated in 10 focus groups (two per area of knowledge according to OECD classification), and 247 participated through a survey. Descriptive analysis was used to obtain a range of content and meanings associated with students’ perceptions of SRL-BL.Results: The study conceptualized SRL-BL as a process where students structure, monitor, and evaluate their learning using self-reflection and digital technologies, with particular emphasis on planning. Significant differences were identified between SRL-BL and traditional SRL; in face-to-face education, teacher supervision is greater, while in SRL-BL, students take on more responsibility and autonomy, developing self-management skills. Although SRL-BL fosters autonomy and responsibility, students face obstacles such as distractions from social media and leisure technologies, which affect their concentration and study planning.Discussion: It is essential to address the new challenges students face to maintain a high level of SRL in Blended Learning environments (SRL-BL) and the strategies they use to overcome them. The need to update the concept of self-regulated learning (SRL) in the current educational context, influenced by technological advances, is concluded.

Due to the COVID-19 pandemic, students worldwide have continued their education remotely. One of the challenges of this modality is that students need access to devices such as laptops and smartphones. Among these options, smartphones are the most accessible because of their lower price. This study analyzes the usage patterns of smartphone users of undergraduate Science, Technology, Engineering, and Math (STEM) students during the COVID-19 pandemic. This cross-sectional descriptive study included 365 students: 162 (44.4%) women and 203 (55.6%) men from a Chilean university. The results revealed that students often accessed the learning management system (LMS) with their computers rather than with their smartphones. Students were connected to the LMS for more hours on their computers than on their smartphones. However, they spent more hours simultaneously connected on their computers and smartphones than just on their computers. During the day, students accessed the LMS mainly from 13:00 to 1:00. The number of connections decreased from 1:00 to 8:00 and increased from 8:00 to 13:00. The LMS resource that students accessed the most using smartphones was discussion forums, while the one they accessed the least was wiki pages. We expect these results to motivate faculties to schedule their activities during the hours students tend to be online and promote discussion forums.

Academic engagement and the conditions that favor it have become relevant in recent decades due to their relationship with academic performance, well-being, and university permanence. Variables such as perceived social support and sense of belonging are relevant aspects of social integration to promote engagement. Evidence shows both variables predicting engagement. In addition, the available evidence suggests this possible mediating role, which requires further analysis in freshmen in the emergency teaching context due to the COVID-19. The present study aims to evaluate the mediating role of sense of belonging in the relationship between perceived social support and engagement in university students. Results showed significant predictive relationships between social integration variables and engagement and showed the mediating role of sense of belonging in the relation between perceived social support and the three types of engagement. These results suggest the relevance for degree programs to consider these social integration variables as a key element for university freshmen.

Background: Smartphone applications have the potential to support university students for the benefit of learning in higher education. Objective: To design and evaluate the effect of an intra-curricular program using a mobile application on self-regulated learning strategies in university students. Method: The 4Planning mobile application was designed following a systematic literature review, expert judgement and application. The instrument to assess the effect of the intervention was the SRL Readiness Practices Scale, with a one-factor structure (CFI = 0.98; TLI = 0.97; RMSEA = 0.05) with reliability of α = 0.89. The design was quasi-experimental with pre- and post-test measures and experimental and control groups. The sample consisted of 473 first-year university students (37.02% male) from seven Chilean universities with a mean age of 19.35 (SD = 2.49). Statistical analysis was an ANOVA performed in R software version 4.0.3. Results: Statistically significant differences were identified in the levels of self-regulated learning between the experimental group compared to the control group. Conclusion: The development of the 4Planning app proved to be effective in promoting the development of self-regulated learning strategies in university students.

El objetivo de este estudio es: analizar la relación entre (1) Las estrategias disposición al estudio, (2) atribuciones causales (al esfuerzo, capacidad y causas externas) y (3) la percepción de autoeficacia que tienen los estudiantes sobre su capacidad de autorregular sus procesos de disposición al estudio. Método: Se aplicó un instrumento construido por los investigadores denominado Cuestionario de Autorregulación de la Disposición al Estudio a una muestra no probabilística por conveniencia de 695 estudiantes universitarios chilenos de 5 universidades de la provincia de Concepción. Resultados: Se encontraron correlaciones fuertes entre la autoeficacia para la autorregulación de la disposición al estudio y las estrategias de disposición al estudio (r=0.54 a r=0.55). Las estrategias de disposición al estudio presentan correlaciones positivas y moderadas (r=0.38 a r= 0.42) con las atribuciones causales de éxito al esfuerzo, débiles (r=0.15 a r= 0.28) con las atribuciones causales de éxito a la habilidad como a las atribuciones causales de éxito a causas externas, y correlaciones negativas, de débiles a moderadas (r=-0.19 a r= -0.38), con las atribuciones causales de fracaso al esfuerzo, a la habilidad y a causas externas. Conclusiones: Los estudiantes con altos niveles de estrategias de disposición al estudio presentan creencias positivas acerca de la propia capacidad para autorregular sus procesos de disposición al estudio, realizan atribuciones causales de sus éxitos principalmente al esfuerzo y disminuyen las explicaciones de fracasos académicos a su esfuerzo, su capacidad y a causas externas.