Self-regulated learning in accounting: a comparative analysis between classroom and distance modalities
DOI:
https://doi.org/10.16930/2237-7662/rccc.v16n48.2374Keywords:
Accounting, Self-regulation, Learning, Teaching in accounting.Abstract
This research has conducted a comparative analysis of the profile of classroom and distance Accounting students as to the use of self-regulated strategies in learning. Through the sample of 302 students from two private higher-education institutions located in Bahia, it was verified how the mode of teaching, the semester, the age and the gender can be associated with the use of self-regulated learning strategies. Data has been treated by means of tests of averages (t test), descriptive analysis and factor analysis. The results showed that the strategies most employed by accounting students were the setting of goals, planning and learning. When explaining self-regulated strategies, through the teaching, semester, age and gender modes, the results indicate that the averages are significantly different for teaching and age modes. The study contributes in the sense of rethinking the teaching-learning models based on the storage of information aimed at encouraging the development of autonomous skills that promote the permanent learning based on the grounds of teaching for learning or learning how to learn, which are characteristics indicated by international bodies and necessary for professional excellence.References
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