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The research aimed to analyze the scaffolding given to academic self-regulation by e-mail in the first semester of a college program mixed mode. It was based on a cyclical model of self-regulated learning, three types of scaffolding at digital environment and contributions made regarding moderation of learning communities. It was conducted by applying techniques of the continuous comparative method of grounded theory. The results include: a) the scaffolding given by teachers shows large differences from one teacher to another, both the volume of scaffolding offered and their types; b) scaffolds given are indirect in its whole and mostly fixed; c) the processes supported are prevalently of the prediction stage and performing stage, leaving a marginal scaffolding to the reflection stage. It is concluded that in the program and semester objects of attention email tool is used in the scaffolding of academic self-regulation to an extent, form and purpose that can be improved. Result recommended increasing the adaptive scaffolding and include scaffolding of the processes of reflective phase.

Andamiaje de la autorregulación académica a través del correo electrónico en un programa de formación docente de modalidad mixta