This study was aimed at analyzing the use of digital technologies that students make to self-regulate their own learning, emphasizing the types of strategies used. The problem was approached from two perspectives: whatWhat is the use that students make of digital technologies to self-regulate their learning? andAnd what self-regulation strategies of learning do students utilize while using digital technologies? The focus of this study is quantitative, with a non-experimental design, descriptive and cross-sectional. The sampling was non-probabilistic of the casual type, and the surveying technique was used. To collect the information, a self-regulated learning inventory was adapted. For the purpose of this study a total of 87 individuals have participated. These participants are enrolled in 14 master's programs in the education field, from 2 public and 3 private universities in the city of Santo Domingo.
The results indicate that master's students make frequent use of digital technologies to self-regulate their learning, with communication tools and the internet being the most widely used technology. Similarly, the most used learning self-regulation strategies were those concerning collaborative learning, expansion and deepening of information. It should be noted the need to use digital tools related to management and evaluation that require the use of metacognitive self-regulation strategies, deepening and reflection. These will allow greater control of self-management of student learning.

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