The Effects of an Educational Intervention Based on Active Learning of Self-Regulated Learning Skills in Open Higher Education

This research examines the effect of an educational intervention based on active learning strategies of self-regulated learning skills in open format at higher education. These skills are becoming increasingly relevant as open and distance education approaches consolidate as fundamental tools to broaden access to higher education. We performed an assessment of the impact of teaching skills such as planning, information search and selection, active reading and teamwork, as well as the application of active learning strategies, specifically case-based learning and debate. We used a quasi-experimental study with pre and post-test measures for control and test groups. The data was sourced from a convenience sample of 66 students from a public university in Mexico City. Results show that students have preferences for strategies such as intrinsic motivation, task valuation, internal attributions, self-efficacy and expectations, and the concept of intelligence as modifiable. We also conclude that educational intervention has a positive impact on the improvement of self-regulated learning skills, internal attributions, self-evaluation, knowledge of sources and information search, and resource management.