Self-management Of Learning Research Articles

La planificación de estrategias de enseñanza en un entorno virtual de aprendizaje

En el presente artículo se define como objetivo general analizar la importancia que tiene la planificación de estrategias de enseñanza en un Entorno Virtual de Aprendizaje (EVA) que en la actualidad se incrementa debido a la influencia de la era digital, donde la educación convencional presencial quedará invisibilizada por los avances de las Tecnologías de la Información y Comunicación (TIC), lo que supone nuevas formas de abordar el acto educativo para desarrollar en el alumnado el pensamiento computacional y de resolución de problemas, asumir una postura autocritica, y critica frente a la realidad social. Por otra parte, el proceso metodológico se abordó a partir del paradigma cuantitativo mediante la investigación descriptiva con un diseño documental. Además, se aplicó una encuesta a los profesores de la Universidad Tecnológica Israel del Distrito Metropolitano de Quito, Ecuador, en el Lapso Académico 2020/A, que permitió el análisis estadístico y de contenido. De esta manera, se concluye que la planificación de estrategias en un ambiente virtual exige en el profesorado la organización minuciosa para administrar a tiempo el aula virtual, seleccionar los recursos y medios tecnológicos que más se adapten a las necesidades o requerimientos del aprendiz, con la finalidad de propiciar la autogestión del aprendizaje independiente y el trabajo colaborativo entre estudiante/estudiantes desde un enfoque constructivista en una experiencia contextualizada, interactiva y de responsabilidades compartidas.

Using m-learning, during the quarantine period, to prevent spread of the covid-19 epidemic, among Saudi students: The case of Northern Border University

This study aims to assess, the extent to which students at Northern Frontier University, accept learning by phone during quarantine, to reduce the spread of the Coronavirus. Results of unified theory of acceptance and use of technology model (UTAUT model), indicated that performance expectancy, effort expectancy, social influence, perceived playfulness and self-management of learning, were all significant determinants of behavioural intention to use m-learning. Age differences did not moderate the effects of effort expectancy and social influence on m-learning use intention, nor gender differences moderated the effects of social influence and self-management of learning on m-learning use intention. The small screen size and difficulty of typing on a mobile keyboard are among the most important difficulties of m-learning. These findings revealed that decisionmakers, in the higher education sector, could use mobile learning to develop distance learning, especially in supplementary programs.

Representaciones sociales de las competencias docentes en entornos virtuales de aprendizaje en tiempos de pandemia.

El objetivo de la investigación fue determinar las representaciones sociales de las competencias docentes en entornos virtuales de aprendizaje. Para el análisis del estudio, se utilizaron referencias teóricas sobre las representaciones sociales, el Covid-19 y competencias docentes en tecnologías de la información y comunicación, utilizando el abordaje metodológico cualitativo. Después de realizar la recolección de los datos, el análisis de la información con los participantes durante la entrevista y a través del análisis de contenido, surgieron los significados de 5 categorías teóricas: 1: Competencias en el uso de las tecnologías de la información y comunicación, 2: Formación y actualización docente, 3: Estrategias de aprendizaje, 4: Autogestión del aprendizaje, y 5: Evaluación de los aprendizajes.

The relationship between the willingness to mobile learning and educational achievements in health-care professional students.

BACKGROUND:The relationship between willingness to mobile learning (m-learning) and educational achievement was examined in health-care professional students.MATERIALS AND METHODS:This is a descriptive correlative study that was conducted from January 2020 to February 2020. A total of 295 students in Saveh University of Medical Sciences in Iran were selected through census method. The data were collected using the standard willingness to m-learning questionnaire. The data collected were analyzed statistically using Pearson's correlation coefficient and concurrent regression analysis.RESULTS:The mean score of willingness to m-learning was 165.55 ± 13.4, which is an indicative of a higher willingness level in the health-care professional students for m-learning. There was a positive and significant relationship between willingness for m-learning and educational achievement (r = 0.77, P < 0.01). The predictive variable, i.e., willingness to m-learning, predicted 53.8% of the variance of educational achievement (F = 58.801, P = 0.00). Among the variables of willingness to m-learning, the regression coefficients of perceived ease, attitude, self-management in learning, educational use, and efficiency of m-learning were significant (P < 0.05). This means that these variables are direct predictors of educational achievement.CONCLUSIONS:Willingness to m-learning had a positive and significant relationship with educational achievement. Although this study was performed just before the corona outbreak, paying attention to the results of this study can be helpful for students, faculty members, and policymakers in filling the educational gap during the coronavirus disease 2019 outbreak.

A pilot study of the implementation and evaluation of a leadership program for medical undergraduate students: Lessons learned.

Most Indian medical schools lack formal leadership training though students are expected to evolve into leaders. The Student Leadership Program (SLP) was designed and evaluated with an objective to incorporate and strengthen leadership skills in undergraduates and to initiate change in organizational practice through the development of a Student Leadership Society. The SLP was designed using best evidence guidelines in medical education. Competencies and learning outcomes were identified in four domains: reflective writing, self-management, team management, and experiential learning. A stepwise program was implemented over 6 months in which participants wrote reflections at the end of each program session. So as to gain objective evidence of behavioral change in participants in relation to the leadership training, their reflections were qualitatively analyzed and corresponding codes and themes were derived. We describe the content and stepwise process of implementation of our pilot leadership program, which included 24 final-year students. Results of qualitative analysis are presented in relation to the domains of self-management, team management, and evaluation of experimental learning. Among the findings were: students viewed assertive skills training as the most powerful learning experience within self-management, and in team management, the session on "Myers-Briggs Type Indicator for understanding one's own leadership style" was seen as the most powerful learning tool, while the session on conflict management was the most difficult in this domain. A Student Leadership Society was instituted. In this study, students' reflections helped us better understand factors (the "how" and "why") that make leadership training more effective. The SLP, with a strong evidence base, achieved the intended learning outcomes. A Student Leadership Society was constituted as a networking platform to explore the long-term effects of leadership training on organizational practice. The content and process of our pilot leadership program and lessons learned through understanding of students' perspectives should be applicable to subsequent iterations of student leadership development programs here and in other settings.

Self-directed learning in spoken grammar activities using poster presentation

Looking for opportunities to let learners take charge of their learning autonomously is a pivotal responsibility for the teacher. This study aims at visualizing learners’ self-directed learning in grammar in spoken discourse classroom through poster presentation. Poster presentations which are given to a small group repeatedly has contribution to cultivate not only their speaking opportunities but also self-directed learning, , critical reflection, and independent action. A small group poster presenter consisting of 4 members is recruited as participants of the study. Learners’ journals and a 45 minute-video observation are analyzed using thematic analysis dealing with learners’ self-directed learning. The findings reveal that through poster presentation, the learners’ self-directed learning is portrayed as they select appropriate activities and strategies to present the material by searching from a number of resources, prepare their performance when they want to present, and handle questions or arguments from visitors. Those findings learners’ self-motivation, self- responsibility, and also self-management in learning. This study provides information that the learners should be given opportunities to experience learning meaningfully that fosters their learning autonomy to achieve meaningful learning success. HIGHLIGHTS: Learners need meaningful tasks that facilitate their learning autonomy. Poster presentation fosters learners’ motivation, self-responsibility, and self-management learning as foundations of learners’ self-directed learning. The use of poster presentations should continue to be used and developed in order to provide many benefits for learners.

Critical Success Factors for Performance Oriented M-Learning in Sri Lanka

Students engaged with multi tasks commitments demand modern learning environments facilitated with virtual engagements and high-tech contact methods. Thus, they are looking for such technically equipped learning facilities avoiding physical presence where they can learn at anytime and anywhere. The mobile devices provide many facilities for education sector providing execution supports for M-learning. This has reshaped the education model of many countries and institutions. Sri Lanka is an emerging economy and one of the countries in Asia reports higher level of educational priorities. Many of public sector universities and higher educational institutions have adopted M-learning in line with the government educational policies and some international funding options. However, it has attributed with some challenges in terms of strategy, motivation and performances. Thus, critical success factors on M-learning was the main research question addressed by this paper. This paper examines the critical success factors for improving performance-oriented M-Learning concerning nine factors: Perceived Ease of Use, Personal Innovativeness, Perceived Usefulness, Performance Expectancy, Self-Management of Learning, Effort Expectancy, Social influence, Perceived Self Efficacy and Perceived Playfulness. The factors were constructed in relation to the Technology Acceptance Model, the Unified Theory of Acceptance and Use of Technology Model and several other factors from the literature. The main research strategy used was the literature review with some attention given to cases and practices based on Sri Lankan context. Paper discusses different scenarios and cases guiding future research directions. Authors conclude research avenues by highlighting future research directions for the extended studies.

BIMBINGAN BELAJAR TEKNIK PROBLEM SOLVING UNTUK MENINGKATKAN PENGELOLAAN DIRI DALAM BELAJAR

Student self-management in learning is a form of skill possessed of how individuals can manage and organize themselves and study time well so that the main activities or tasks that are prioritized can be realized and achieve maximum and effective goal results. The purpose of this research is to test the effectiveness of tutoring in problem-solving techniques to improve self-management in student learning. In this study using a quasi-experimental method with nonequivalent pretest-posttest control group design. As for the research, sample is the third-semester students of the guidance and counseling study program of STKIP Muhamamdiyah Pringsewu Lampung as many as 22 students. And the results of this study indicate that the tutoring of problem-solving techniques proved effective for improving self-management in student learning.Keywords: guidance learning, Problem Solving, Self Management in Learning

Implementación de un entorno virtual en el proceso de enseñanza-aprendizaje-investigación de la asignatura “Histotecnología III”

El presente estudio describe la experiencia en la implementación del entorno virtual de aprendizaje en la asignatura “Histotecnología III” del Departamento de Ciencias Morfológicas y Forenses de la Facultad de Ciencias de la Salud-Universidad de Carabobo, para fortalecer el proceso de enseñanza-aprendizaje-investigación de los estudiantes de la carrera de Histotecnología. Mediante un nivel descriptivo y un diseño explicativo secuencial, se obtuvo que el uso de los entornos virtuales de aprendizajes permite desarrollar competencias tecnológicas e investigativas cuando se complementan con las actividades presenciales, resaltando la importancia del diseño de recursos pertinentes que motiven a los estudiantes y promuevan la autogestión del conocimiento, el aprendizaje significativo y colaborativo. Los entornos virtuales deben abrir paso a una formación integral, apoyando la enseñanza presencial en beneficio del aprendizaje de las ciencias morfológicas y en particular de la histotecnología.

Exploring Student Readiness to MOOCs in Jordan: A Structural Equation Modelling Approach

Aim/Purpose: The current study has been carried out to reveal students’ readiness to utilize MOOCs at higher learning institutions in Jordan. Background: Higher education institutions around the globe are shifting rapidly to reach learners worldwide by providing open education. In accordance with this universal effort, Jordan is committed to offering open access education that allows learners to access knowledge through the Internet and has launched one of the first Arabic “Massive Open Online Course” (MOOC) platforms in the Arabic region. Thus, students must be prepared and ready for this innovation in education. Nonetheless, MOOCs have been incessantly discussed and have faced wide criticism as an insufficient amount of research has been conducted on students’ readiness to be involved in MOOCs. The level of tertiary students’ preparation to utilize and attend MOOCs as a source of learning is unclear. Methodology: Structural equation modeling (SEM) was used to test the proposed model of students’ readiness for MOOCs. Convenience sampling was used to distribute a paper-based questionnaire to the students of three Jordanian universities during a period of four months from May to September 2019. Out of 700 distributed questionnaires, a total of 537 responses were returned giving a response rate of 76.7%. Out of the returned questionnaires, 69 responses were reported incomplete as most of the questions (&gt;80%) were left unanswered; these 69 questionnaires were eliminated from any further analysis. As a result, a total of 468 questionnaires were valid for statistical analysis. Contribution: This study aims to contribute to the existing literature by examining the perceptions of higher education students in Jordan toward MOOCs. The current study extends the continuing debate about MOOCs with respect to determining which factors influence students’ readiness to participate in these courses. Specifically, this study investigates both the cognitive and psychological influential factors that determine the readiness of Jordanian students to adopt MOOCs. The proposed theoretical framework for this research is based on the work of Yu and Richardson, who developed the model of Student Online Learning Readiness (SOLR). SOLR is comprised of three forms of competency assumed to be important in examining students’ readiness for online learning. Specifically, these competencies are (1) social competency represent skills, capabilities, and a sense of control, which is necessary for managing social situations and developing and sustaining relationships, (2) communication competency, “the ability of an individual to demonstrate knowledge of the appropriate communicative behavior in a given situation”, and (3) technical competencies, “self-efficacy in technology”. Furthermore, the research model includes an additional competency: self-management of learning, “the degree to which a student perceives himself/herself as being self-disciplined and is able to engage in a greatly autonomous learning setting.” Findings: The results obtained from the SEM revealed that students’ readiness to accept MOOCs in their learning is significantly influenced by four types of competency: social, technical, self-management of learning, and communication. Recommendations for Practitioners: Facilitators of MOOCs should take into account that technical competency can be enhanced by recognizing that technical competency related to online learning should be developed, taught, and constantly reinforced at every educational level as a life skill. Additionally, facilitators and developers of MOOCs should be prepared to find methods to support and inspire student participation, and to recognize the importance of learning skills in the MOOC environment. Furthermore, facilitators and developers of MOOCs should increase the social presence of fellow participants in MOOCs, which in turn facilitates the attainment of collaborative learning. Recommendation for Researchers: Researchers may use well-established theories related to investigating online learning usage in exploring students’ readiness to use MOOCs. Impact on Society: A study like the current one would be beneficial for higher education institutions in Jordan to determine the key factors that influence students’ readiness and in turn develop active strategies to address students’ needs in order for them to adopt MOOCs. Future Research: Further studies may include additional factors to better measure students’ readiness to use MOOCs. The additional factors can be revealed by utilizing a qualitative method. Thus, additional studies may employ a mixed-method approach (both quantitative and qualitative) to accurately identify additional factors that may influence student readiness to student readiness to MOOCs and to offer a more holistic understanding of readiness.

Readiness to Adopt M-Learning Solutions as the Training Platform among Corporate Companies in Sri Lanka

Employees in corporate companies are frequent travellers and have insufficient time to participate in regular physical training. Thus, looking for a revolutionary technology era where they can learn at any time, anywhere. Mobile technologies and mobile devices are attached to employees’ daily lifestyles. Hence, the best solution is the use of mobile learning as a training platform to enhance employee skills and knowledge. This paper examines the readiness to adopt M-Learning solutions as the training platform for corporate companies in Sri Lanka concerning the factors Perceived Ease of Use, Perceived Usefulness, Personal Innovativeness, Performance Expectancy, Social influence, Self-Management of Learning. The factors were based on the Technology Acceptance Model, Unified Theory of Acceptance and Use of Technology and several other factors from the literature. The report discusses the problem statement, objectives and literature review. Specific attention was made to the Sri Lankan context in explaining the current practices. Then factors were analysed based on data collected from 132 participants from 30 corporate companies using a survey questionnaire. Data were analysed using Cronbach's Analysis, Pearson’s Correlation Coefficient and ANOVA. Based on the results, critical success factors were identified and the framework was developed. Finally, the recommendations were given, and future research was discussed. The Perceived Ease of Use, Performance Expectancy and Self-Management of Learning were found as the critical factors which influence improving usage of mobile learning. The educational institutions and software development companies should focus on these factors before adopting the learning method and developing educational frameworks. Researchers can focus on M-learning targeting other professions and industries.

E-mobile Acceptance Using Unified Theory of Acceptance and Use of Technology (UTAUT): Research on Universities in Jordan

An investigation into the variables that have a bearing on the acceptance of D-learning (Digital-learning) services such as E-learning and M-learning, in Jordanian universities is presented. This is followed with a discussion on modernising M-learning with emerging technologies. The study fuses the Unified Theory of Acceptance and Use of Technology (“UTAUT”) model with the cultural paradigm and educational variables. 100 valid questionnaires distributed to random Jordanian students in two cities were used to collect the primary data. The IBM SPSS® (Statistical Package for the Social Sciences) software platform was used to analyse the data. The validity of the overall model was proven statistically with an acceptable fit of the data to the measurement model. The findings show that the factor with the highest direct effect on “Intention to use M-learning” is the “Attitude toward using M-learning”. Whilst the factor with the highest indirect effect on “Intention to use M-learning” is “Compatibility”. The conclusions are that the: cultural factor has a significant and positive impact on the “perceived usefulness” and “perceived ease of use”. “Perceived usefulness” and “perceived ease of use” have the greater impact on the “customers’ attitude”, which consequently influences the students’ “intention to use M-learning services”. The findings also indicate that educational variables such as the attainment value, self-management of learning and the perceived enjoyment significantly affected M-learning adoption intention. Emerging technologies such as the Cloud, AI (Artificial Intelligence) and the Blockchain and how they may be utilised to enhance the delivery of M-learning is discussed throughout the paper.

Promotion of learner autonomy within the framework of a flipped EFL instructional model: perception and perspectives

This study investigated the effects of the flipped classroom model on EFL learner autonomy in a content-based instructional context. The participants involved were students enrolled in two linguistics classes, divided into an experimental group (n = 64) which received a flipped classroom (FC) instruction and a control group (n = 60) taught in a non-flipped classroom. In the FC, various functions were embedded in a Moodle course management system (CMS), including video lectures, online quizzes, resources and e-journals. The comparison between the pre- and post-questionnaire on perceived learner autonomy showed no difference between the groups prior to instruction; however, significant statistical differences were found between the groups following instruction, especially in the constructs of learner autonomous strategy, learner behavior and learner confidence. The examination of e-journals revealed that learner autonomy had been improved in terms of strategy use, behavior, interaction with the materials, the use of social resources and self-management of learning. The CMS log analysis showed significant correlations between online learning activities and perceived learner autonomy. Furthermore, the data collected from the pre- and post-questionnaires, e-journal and interviews were analysed and interpreted to explain the fostered learner autonomy from psychological, technical, sociocultural and political–critical perspectives.

Learning Independence Students

Learning independence is a learning activity carried out by someone with their freedom to determine and process their own teaching materials, time, place, utilizing learning resources that are started. In fact, there are still students who are not independent in learning. The purpose of this study is to describe the independence of students in terms of indicators: (1) personal autonomy, (2) self-management in learning, (3) achieving freedom to learn, and (4) directing oneself to organize material.This type of research is descriptive research. The population of the study was 738 students of SMP N 24 Padang with a sample of 259 students enrolled in the 2018/2019 school year. The instrument used in this study was a questionnaire. The data analysis technique used is the percentage technique The research findings revealed that the learning independence of students at SMP Negeri 24 Padang Padang, namely (1) personal autonomy was in the independent category with 53% (2) self-management in learning was in the very independent category with 48% (3) achieving freedom for degrees is in the independent category with 56% and (4) directing themselves to organizing material is in the independent category with 62% organizing material classified as independent. Based on these findings, it is expected that the BK teacher helps students in increasing student independence by providing information services, content mastery services and group guidance services with materials related to student learning independence.

UPAYA MENINGKATKAN PEMAHAMAN SELF MANAGEMENT MELALUI LAYANAN BIMBINGAN KELOMPOK DENGAN TEKNIK ROLE PLAYING PADA SISWA KELAS X IPA SMA NEGERI 7 KOTA BENGKULU

This study aims: (1) to determine the level of self management in the learning of class X IPA students before getting group guidance services, (2) to determine the level of self management in learning X grade science students after receiving group guidance services, and (3) to find out group guidance services can improve self management in learning grade X IPA students before and after being given group guidance services. This research method is action research in counseling and guidance services (PTBK). The data collection techniques used in this study are questionnaires, observations, and documentation. Data analysis in this study used descriptive quantitative data analysis using the percentage formula. The results showed that: (1) The level of self management in learning class X students before being given group guidance with the role playing technique was in the low category with an average score of 68, (2) The level of self management in students of class X IPA after getting service group guidance with role playing techniques is in the high category with an average score of 109, (3) the level of self management in learning grade X IPA students experienced a good increase, before being given group guidance services using the role playing technique of self management level with a low score 68 and after being given group guidance services using role playing techniques there was an increase with an average score of 109. This shows that there was a significant increase in the low category to be high with a score of 41.

A study of the use of mobile learning technology in Taiwan for language learning

ABSTRACT Although there have been numerous mobile learning studies, relatively few concerns the moderating impact of perceived fit on mobile learning outcomes. A total of 335 adult learners with a mobile language learning experience in Taiwan took part in this study. Partial least squares structural equation modelling (PLS-SEM) is used to determine the key factors that lead to better mobile learning performance. The results of this study show that perceived usefulness, playfulness and self-management of learning are positively linked to the intention to continue with mobile learning. The results also show that perceived flexibility and personal innovativeness have a positive impact on perceived usefulness and playfulness. It is also shown that perceived fit plays a moderating role in determining mobile learning continuance intention.

Exploring the impact of self-management of learning and personal learning initiative on mobile language learning: A moderated mediation model

Although there is a plethora of mobile learning studies, relatively little attention has been paid to the roles of self-management of learning and personal learning initiative on mobile English learning outcomes. Accordingly, the primary purpose of this study is not only to examine the links between perceived flexibility advantage, self-management of learning, mobile English learning continuance intention and performance, but also to explore the moderating role of personal learning initiative in mobile language learning outcomes. A total of 323 undergraduate students with mobile English learning experience took part in this study. The partial least-squares structural equation modelling analysis and SPSS PROCESS (model 7) were utilised to assess the data. The study findings have not only indicated the perceived flexibility advantage and self-management of learning will have a positive influence on mobile English learning continuance intention and performance, but also revealed that mobile English learning continuance intention will mediate the link between perceived flexibility advantage and mobile English learning performance. Moreover, it has been found that personal learning initiative will play a moderating role in reinforcing the positive relationship between perceived flexibility advantage and mobile English learning continuance intention.

Predictive Factors for the Intention to Adopt a Mobile Blackboard Course Management System: The Case Study of University of Hai�l in Saudi Arabia

Objective: This study is to propose a model that investigates the predictive factors influencing the intention to adopt mobile blackboard. Methods and Analysis: Researchers used quantitative research method. A survey questionnaire with closed questions was also used. A cross-sectional survey was conducted for data collection. A random sample was stratified to target certain respondents (i.e., students at university of Hai’l in Saudi Arabia). The quantitative data were analyzed using SPSS 17.0. Findings: The factors of self-management of learning, social influence, perceived playfulness, previous experience, performance expectancy, and effort expectancy are positively effect on the behavioral intention to adopt mobile blackboard as expected, except for the cost factor. Although the users’ previous experience has a negative moderating effect on the correlation for both effort expectancy and the intention to adopt the mobile blackboard system, while it didn’t affect the relation between intentions to adopt mobile blackboard with performance expectancy factor. Novelty/Improvement: This study developed an innovative mobile learning model, and assured the validity of the learning model in this context. Researchers recommended employing the new conceptual model in different settings, technologies, and countries.Keywords: Course Management System, Electronic Learning, Intention to Adopt, Learning Management System, Mobile Blackboard, Mobile Learning

Mobile learning technology acceptance in Saudi Arabian higher education: an extended framework and A mixed-method study

This article reports a two-phase study with (1) an extended framework on mobile learning technology acceptance, and (2) a mixed-method research investigating college students on the use and embracement of mobile learning technology acceptance in Saudi Arabia. The research extended the Unified Theory of Acceptance and Use of Technology (UTAUT) framework with constructs particularly concerning mobile learning technology. The sequential mixed-method study investigated college students’ mobile learning technology acceptance in Saudi Arabia, and also validated the extended framework with empirical data. A total of 1203 eligible college students, 591 male and 612 females, participated in the online survey, and 15 of them also participated in individual interviews afterward. A wide range of social media and social networking sites were used to recruit participants and collect data. The study found that variables like Learning Expectancy (LE), Effort Expectancy (EE), Social Influence (SI), and characteristics of mobile learning were significant predictors of students’ intentions to use mobile learning technologies, regardless of the moderating effects of gender, age, and eLearning experience. Social influence was the only construct that was found as moderated by gender, where men showed a stronger behavioral intention to use mobile learning technology than women. Facilitating Conditions (FC) and Self-Management of Mobile Learning (SMML) in this study were not significant in predicting students’ behavioral intention or their use behavior of mobile learning technology acceptance.

Análisis longitudinal del desempeño académico de estudiantes de educación superior en un curso autónomo en línea

E-learning implies the self-management of learning. When the virtual environment demands a high level of autonomy, it is possible to do without a teacher because the techno-educational resources are self-operated to promote learning conditions. Under these conditions, the absence of a teacher/classmates could create a perception of isolation and favour negative outcomes in the process of learning, thus, to evaluate the social presence in courses with a high level of autonomy is important to describe how and under what conditions it can affect the student’s performance. The main purpose of this study was to compare the grades of two groups enrolled in an autonomous online course; one of them got a «Minimal Social Presence» condition and the other group served as a control group. 137 college students participated, the sampling was not random and it was used a mixed factorial design 2 X 5. The factors of the research design were a) Social Presence and b) time; the dependent variable, the grades of the course were measured in five different times, to analyze the data, a mixed-factorial ANOVA design was calculated. The outcome shows that there is no interaction between time x Social Presence nor main effects of Social Presence over the grades; however, time was a significant factor to explain the variance in the evaluations. These results are discussed in terms of the scopes that autonomous courses may have and the roll of the Social Presence in learning conditions with a high level of self-management and autonomy.