JUSTIFICATION. NATIONAL AND INTERNATIONAL STATISTICS SHOW THAT HEALTH TEAMS WILL HAVE TO RESPOND TO THE NEEDS OF CARING FOR OLDER PEOPLE, CONSIDERING THE IMPLICATION OF THE FUNCTIONAL CAPACITY AS A VARIABLE OF EVALUATION OF THEIR HEALTH CONDITION. OBJECTIVE. TO DETERMINE THOSE CHARACTERISTICS IN OLDER PEOPLE THAT MAY INFLUENCE THEIR FUNCTIONAL CAPACITY, ACCORDING TO THE INSTRUMENTAL ACTIVITIES OF DAILY LIVING. DESIGN. QUANTITATIVE, DESCRIPTIVE-CORRELATIONAL CROSS SECTIONAL STUDY. RESULTS. OUT OF 136 INDIVIDUALS STUDIED (61% FEMALE) AND AN AVERAGE AGE OF 73,28 ± 6,77 YEARS OLD, IT WAS OBSERVED THAT THE INSTRUMENTAL ACTIVITIES OF DAILY LIVING DEPEND SIGNIFICANTLY ON: LITERACY LEVEL (P=0,002), INSTRUCTION LEVEL (P=0,024), COMMUNITY PARTICIPATION (P=0,007), NUTRITIONAL STATUS (P=0,028) AND DEPRESSION (P=0,018). CONCLUSION. SOCIAL, PHYSICAL AND MENTAL FACTORS RELATE TO THE FUNCTIONALITY OF OLDER PEOPLE. IT IS FUNDAMENTAL TO CREATE PUBLIC POLICIES TO PROTECT THIS GROUP IN THE POPULATION, WITH A CROSS FUNCTIONAL AND SYSTEMIC APPROACH.

LOS ENTORNOS DE ENSEÑANZA EN LÍNEA REQUIEREN PROMOVER EFICAZMENTE LA AUTONOMÍA DEL APRENDIZAJE, EL COMPROMISO ACTIVO Y EL DESARROLLO DE COMPETENCIAS DIGITALES EN ESTUDIANTES DE EDUCACIÓN SUPERIOR. ESTE TRABAJO INDAGA LA RELACIÓN ENTRE ESTAS VARIABLES A TRAVÉS DE UNA REVISIÓN SISTEMÁTICA DE LITERATURA SOBRE EL VÍNCULO ENTRE MOTIVACIÓN, AUTORREGULACIÓN DEL APRENDIZAJE Y COMPETENCIA DIGITAL. SE REALIZÓ UNA BÚSQUEDA DE ARTÍCULOS EN WEB OF SCIENCE Y SCOPUS, Y LUEGO SE ANALIZARON CUALITATIVAMENTE CON UN ENFOQUE TEMÁTICO. SE OBSERVARON PERSPECTIVAS TEÓRICAS SEMINALES EN COMÚN; SIN EMBARGO, POCAS EXPERIENCIAS ABORDARON ESTAS DIMENSIONES DE MANERA INTEGRADA. LOS RESULTADOS MUESTRAN UN DESARROLLO INICIAL DEL ESTUDIO DEL TEMA EN CONTEXTOS DE ENSEÑANZA CON APOYO DE PLATAFORMAS EDUCATIVAS, RECONOCIENDO RELACIONES BILATERALES ENTRE LOS CONSTRUCTOS, CON UNA REPERCUSIÓN RELEVANTE EN EL DESEMPEÑO ACADÉMICO Y LA DISPOSICIÓN PARA EL APRENDIZAJE.

IN THIS ARTICLE THE VALIDATION RESULTS OF THE ONLINE SELF-REGULATED LEARNING QUESTIONNAIRE (OSLQ) ARE PRESENTED. THE ADAPTATION WAS BASED ON A METHOD OF RETRANSLATION FROM THE ORIGINAL VERSION OF THE DOCUMENT AND THE SUBSEQUENT FULFILMENT OF A PILOT TEST, WITH A MULTIDISCIPLINARY SAMPLE OF 238 UNIVERSITY STUDENTS. THE RESULTS SHOW A HIGH INTERNAL CONSISTENCY OF THE SCALE, WHICH PRESENTED A 0.90 CRONBACH ALPHA VALUE, AND THEREFORE, THE SCALE IS HIGHLY RELIABLE AND CONFIRMS THE CONSTRUCTS PROPOSED BY THE AUTHORS. THROUGH THE USE OF CONFIRMATORY FACTORIAL ANALYSIS, THE INTERNAL STRUCTURE OF THE QUESTIONNAIRE WAS VERIFIED. IN CONCLUSION, THIS DOCUMENT WILL PERMIT FUTURE INVESTIGATIONS TO BE CARRIED OUT IN ORDER TO MEASURE SELF-REGULATED LEARNING IN HIGHER EDUCATION STUDENTS THAT USE EDUCATIONAL PLATFORMS, AND IT WILL SUPPORT THE DEVELOPMENT PROCESSES OF COGNITIVE, MOTIVATIONAL/EMOTIONAL AND BEHAVIOURAL ABILITIES OF THE STUDENT.