Design-Based Research in e-learning: self-regulation competence in tutor training

The redesign of learning models in the digital society asks out teachers to experiment with pedagogical approaches called emergent or digital, among which are gamification, flipped classroom, mobile learning or e-portfolio. For this research we have followed the methodology named Design-Based Research, DBR, incorporating several transformative elements in the Virtual Learning Environment, VLE, for the training of online tutors. In this paper we present a study developed within the framework of the training of Spanish teachers as a second language through the Instituto Cervantes VLE. The evidence has been obtained through the triangulation of quantitative and qualitative methods recommended for researchers on self-regulation competence. From the analysis of the data obtained with the implementation of thirteen badges and a personal blog or e-portfolio, it can be concluded that they positively influence the motivation of trainee teachers, metacognitive development and learning planning, bounded by a context of discovery and interactive asynchronous learning. The challenge is twofold: on the one hand, to transfer this experience to the professional practice of online teaching and, by extension, to the scheduling of face-to- face classes; and on the other hand, to create a construct that describes how the role of the teacher and the student is redesigned in these active methodologies.