Instructional design contributing to self-managed learning

Abstract

This study aims to problematize, through an integrative review, the importance of knowledge and self-managed learning organized from instructional design, contributing to satisfactory educational processes in different curricular components. To this end, bibliographical research is used as a methodological procedure and the analysis of the Dialogical Authentic NetLearning Activity model, designed and reviewed by Aarnio and Enqvist (2001; 2016), associating with the thoughts of Costa and Tani (2022) and Filatro ( 2020) to contribute to the (re)construction of knowledge that converges to educational dynamics that respect the students' own pace, enhancing their collaborative practices from different contents, shared throughout the Principles of instructional design discipline, between the months of January to February of 2023, that show the importance of planning and organizing Virtual Teaching and Learning Environments considering the characteristics of the target audience, learning objectives, problems, activities and assessment throughout the teaching-learning process.