Flexibilidad y autorregulación en la educación a distancia: análisis de la percepción estudiantil sobre la disponibilidad de contenidos en entornos virtuales de la UNED

This study analyzes the perceptions of students at the Universidad Estatal a Distancia (UNED) in Costa Rica regarding the full availability of content, materials, and activities in online courses and its relationship with flexibility, self-regulation, and the learning experience. A descriptive-exploratory mixed-methods approach was employed, integrating the systematization of a teaching experience and a survey of 42 students from different university campuses, selected through non-probability convenience sampling. The results show that participants perceive the full availability of content from the beginning of the academic term as favorable for time management, autonomy, and self-regulated learning, while associating the progressive release of content with rigidity, uncertainty, and anxiety. Of the 42 respondents, 39 (92.9%) rated their experience in courses with full content availability positively, and 37 (88.1%) considered this approach more consistent with UNED's Pedagogical Model. It is concluded that the configuration of virtual learning environments constitutes a pedagogical and instructional mediation decision with potential implications for the student learning experience. Accordingly, recommendations are proposed to strengthen flexibility and autonomous learning.