Digital Communication and Self-Regulated Learning: The Effect of a Brief Messaging Service on University Students
DOI:
https://doi.org/10.5281/zenodo.17217280Keywords:
Self-Regulated Learning, Speech Therapy, Planning, Assessment, Accessibility, Academic Performance.Abstract
Self-regulated learning (SRL) is a key skill for academic success in higher education, particularly in health-related programs where students face demanding coursework in basic sciences. However, explicit instruction on how to learn is often absent from curricula, limiting the development of these skills. In this context, low-cost and accessible strategies such as Short Message Services (SMS) have emerged as viable tools to support learning. This study preliminarily evaluated the effects of a strategy to promote SRL through SMS among first-year Speech Therapy students at a university in southern Chile. Using a mixed-methods design, the study combined individual interviews with a quasi-experimental approach involving comparison with a previous cohort. Over a three-month period, 16 students received 52 text messages containing SRL strategies. Results showed significant improvements in the three dimensions of SRL (planning, execution, and evaluation) and an increase in the pass rate for basic science courses. These findings provide preliminary evidence for the usefulness of SMS as a complementary tool to enhance self regulated learning and academic performance in university settings.
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