Virtual Learning Environments and Self-Regulated Learning: Perceptions of Students at a Public University in Lima, Peru

Gamarra-Vilela J.O.; Charry-Condor H.O.; Luque-Ticona D.A.; Nina-Cuchillo J. · Formacion Universitaria (2026) · DOI: 10.4067/s0718-50062026000400033

Resumen

The purpose of this research was to analyze the relationship between students' perceptions of virtual learning environments and self-regulated learning at a Peruvian public university. A basic study was conducted using a descriptive-correlational level and a non-experimental, cross-sectional design. The population consisted of 1,010 students, from which a sample of 280 participants was selected through simple random sampling. Data were collected using a virtual questionnaire. Descriptive results showed that virtual learning environments were predominantly perceived at a medium level (55.7%), while self-regulated learning was mainly at a fair level (54.3%). Inferential analysis revealed the existence of a direct and positive relationship between both variables, as well as with the metacognitive, motivational, and behavioral dimensions, suggesting a relevant association between the use of virtual learning environments and the development of self-regulated learning in the university context. Este es un artículo publicado en acceso abierto bajo una licencia Creative Commons https://creativecommons.org/licenses/by-nc/4.0/deed.en

Instituciones: Universidad Nacional Mayor de San Marcos; Universidad Privada Antenor Orrego; Universidad Tecnológica del Perú; Universidad César Vallejo