Self-regulation of learning in virtual environments

In the initial training process of university students, one of the current challenges is to enhance self-regulation of learning in virtual environments. This field of research allows responding to the needs generated by training students capable of adopting autonomy in their education and developing tools for continuous learning, beyond their academic life, which considers the cognitive, affective-motivational aspects and the elements of the context in which it is developed under the current conditions imposed by the Covid-19 pandemic; therefore, the relevance of conducting research aimed at this purpose. The work follows the general dialectical-materialist methodological approach and theoretical and empirical methods and statistical-mathematical techniques were used. The systematization, the historical-trend study and the identification of the category to be transformed, made it possible to base and design the proposal for the stimulation of self-regulation of learning in virtual environments, which is proposed as a valid option for its generalization, according to the particular characteristics of each university center.