Abstract

The objective of this work was to relate the use of Google Workspace tools with self-regulation competence in virtual environments during COVID-19. To begin with, it was explained that since the pandemic, the courses changed from face-to-face to virtual, so it was necessary to train teachers and students in the use of technologies especially in Google Workspace tools to strengthen distance education university processes. Also, it was considered that the failure of students in virtual mode may be due to the lack of development of self-regulation competence. The methodology used was a nonprobabilistic, descriptive, and correlational investigation. An analysis was carried out using a sample of eighty-five students from three undergraduate degrees at a public university in Sonora, Mexico. The data were collected from February to March 2022 using two questionnaires: use of Google Workspace and CMEA (Motivation and Learning Strategies Questionnaire [Spanish acronym]). Data were analyzed using descriptive statistics and correlation analysis. The results highlight that the students always use the tools Gmail, Drive, Forms, Meet, and rarely use Calendar. Also, they evaluated both the motivation scale and the learning strategies scale with high values. Correlations show relationships between Google Workspace with self-regulatory competencies. It is concluded that the use of Google Workspace tools favors self-regulation.