Educational mediation with life maps to strengthen self-directed learning in first-semester university students
Keywords:
Self-directed learning, Life maps, Metacognition, MotivationAbstract
The aim of this article is to describe the experience of mediation with life maps to strengthen self-directed learning in first semester university students, during the subject Taller de Integración Universitaria (University Integration Workshop) of the new Manresa curricula of the Universidad Iberoamericana, Mexico City.
The research methodology was the development of an Action Research Participation by the students on themselves in order to diagnose, plan, act and reflect on the curricular thematic contents (time management, emotion management, learning styles and study habits, and Ignatian leadership). This was done through the use of plateaus and life maps to strengthen the dimensions of self-directed learning: cognitive strategies, metacognition and motivation.
The results of the IAP (Participatory Action Research [PAR] by its acronym in English) affirm that life maps contribute to the development of two dimensions of self-directed learning: metacognition and motivation. These favor evidence-based informed decision making by students to establish cycles of constant improvement of their learning process.
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