Autonomous learning mediated by virtual environments: a quasiexperimental analysis of the impact of an educational intervention at the basic secondary level

• Autor: Jaramillo Jimbo, Juan Gabriel
• Formato: artículo
• Fecha de Publicación: 2025
• Institución: Universidad Cesar Vallejo
• Repositorio: UCV-Institucional
• Lenguaje: inglés
• OAI Identifier: oai:repositorio.ucv.edu.pe:20.500.12692/168734
• Enlace del recurso: https://hdl.handle.net/20.500.12692/168734
• Nivel de acceso: acceso embargado
• Materia: Autonomous learning; Virtual learning environment; Motivation; Self-regulation; Collaborative work; https://purl.org/pe-repo/ocde/ford#5.03.01

This article presents the results of a quasi-experimental research that aimed to determine the effect of a virtual learning environment (EVA) on autonomous learning in students of the middle school sublevel. A total of 93 students from a private educational institution in Azogues, Ecuador, participated in the study, divided into an experimental group (n = 54) and a control group (n = 39). The intervention was with the application of an EVA designed with criteria focused on autonomy, with a duration of twelve sessions in the area of Social Studies. The dependent variable was measured with a 19-item questionnaire organized into four dimensions: self-regulation, teaching strategies, intrinsic motivation and collaborative work. The results of the study showed significant differences in the experimental group both at the construct level and in each dimension with visibly improved intrinsic motivation and teaching strategies. The Wilcoxon-test confirmed the positive impact of EVA with the value (p < 0.001), validating the research hypothesis. It is concluded that the intentional use of virtual environments, didactically designed with the student at the forefront, significantly strengthens student autonomy and supports the integration of digital tools in basic education to promote key competencies of the 21st century.