Interacciones entre regulación metacognitiva social y representación del problema en el diseño de entornos virtuales de aprendizaje

Autores:: Solano Guerrero, Juan Carlos
Ruiz Ortega, Francisco Javier
Rodríguez Ortiz, Angélica María
Tamayo Alzate, Oscar Eugenio

Tipo de recurso:: Article of journal

Fecha de publicación:: 2024

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:

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dc.title.es-ES.fl_str_mv	Interacciones entre regulación metacognitiva social y representación del problema en el diseño de entornos virtuales de aprendizaje
title	Interacciones entre regulación metacognitiva social y representación del problema en el diseño de entornos virtuales de aprendizaje
spellingShingle	Interacciones entre regulación metacognitiva social y representación del problema en el diseño de entornos virtuales de aprendizaje Metacognitive regulation Problem representation Virtual learning environments Discursive psychology Regulación metacognitiva Representación del problema Entornos virtuales de aprendizaje Psicología discursiva
title_short	Interacciones entre regulación metacognitiva social y representación del problema en el diseño de entornos virtuales de aprendizaje
title_full	Interacciones entre regulación metacognitiva social y representación del problema en el diseño de entornos virtuales de aprendizaje
title_fullStr	Interacciones entre regulación metacognitiva social y representación del problema en el diseño de entornos virtuales de aprendizaje
title_full_unstemmed	Interacciones entre regulación metacognitiva social y representación del problema en el diseño de entornos virtuales de aprendizaje
title_sort	Interacciones entre regulación metacognitiva social y representación del problema en el diseño de entornos virtuales de aprendizaje
dc.creator.fl_str_mv	Solano Guerrero, Juan Carlos Ruiz Ortega, Francisco Javier Rodríguez Ortiz, Angélica María Tamayo Alzate, Oscar Eugenio
dc.contributor.author.spa.fl_str_mv	Solano Guerrero, Juan Carlos Ruiz Ortega, Francisco Javier Rodríguez Ortiz, Angélica María Tamayo Alzate, Oscar Eugenio
dc.subject.none.fl_str_mv	Metacognitive regulation Problem representation Virtual learning environments Discursive psychology Regulación metacognitiva Representación del problema Entornos virtuales de aprendizaje Psicología discursiva
topic	Metacognitive regulation Problem representation Virtual learning environments Discursive psychology Regulación metacognitiva Representación del problema Entornos virtuales de aprendizaje Psicología discursiva
publishDate	2024
dc.date.accessioned.none.fl_str_mv	2024-07-15 00:00:00 2026-04-16T17:46:36Z
dc.date.available.none.fl_str_mv	2024-07-15 00:00:00
dc.date.issued.none.fl_str_mv	2024-07-15
dc.type.spa.fl_str_mv	Artículo de revista
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dc.relation.references.none.fl_str_mv	Ader, M., Hassane, S., van Bruggen, J., & Vermeulen, M. (2023). Comparing metacognitive regulation and socially shared metacognitive regulation in face-to-face and online learning settings in ill-structured problem solving. Learning, Culture and Social Interaction, 39. https://doi.org/10.1016/j.lcsi.2022.100684 Ball, L. J., & Christensen, B. T. (2019). Advancing an understanding of design cognition and design metacognition: progress and prospects. Design Studies, 65, 35-59. https://doi.org/10.1016/j.destud.2019.10.003 Candela, A. (2001). Ciencia en el aula. Los alumnos entre la argumentación y el consenso. Paidós. Candela, A. (2020). 30 años de investigación sobre ciencia en el aula. Investigación en la escuela, 100, 23-36. https://dx.doi.org/10.12795/IE.2020.i100.03 Castellanos, J. C., & Onrubia, J. (2018). Group characteristics and profiles of shared regulation in collaborative environments involving asynchronous communication. Infancia y Aprendizaje, 41 (2), 369-414. https://doi.org/10.1080/02103702.2018.1434037 Coll, C. (2019). Aprender y enseñar con las TIC: expectativas, realidad y potencialidades. En R. Carneiro, J. C. Toscano, & T. Díaz (Edits.), Los desafíos de las TIC para el cambio educativo, 113-126. Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura. http://bit.ly/3mCSi2K Condor, S., & Antaki, C. (2000). Cognición social y discurso. En T. A. van Dijk (Ed.), El discurso como estructura y proceso, 453-490. Gedisa. Dang, B., Vitiello, R., Nguyen, A., Rosé, C., & Järvelä, S. (2023). How do students deliberate for socially shared regulation in collaborative learning? A process-oriented approach. En Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023, 59–66. International Society of the Learning Sciences. https://repository.isls.org//handle/1/9265 De Backer, L. (2015). Fostering university students’ individual and socially shared metacognitive regulation through reciprocal same-age peer tutoring : a study into the impact and interaction processes (Tesis doctoral). Ghent University. http://hdl.handle.net/1854/LU-6850913 De Backer, L., Van Keer, H., & Valcke, M. (2016). Eliciting reciprocal peer-tutoring groups’ metacognitive regulation through structuring and problematizing scaffolds. The Journal of Experimental Education, 84 (4), 804-828. https://doi.org/10.1080/00220973.2015.1134419 De Backer, L., Van Keer, H., & Valcke, M. (2020). Variations in socially shared metacognitive regulation and their relation with university students’ performance. Metacognition and Learning, 15 (2), 233-259. https://doi.org/10.1007/s11409-020-09229-5 Edwards, D., & Potter, J. (1992). Discursive psychology. SAGE. Ge, X., Law, V., & Huang, K. (2016). Detangling the interrelationships between self-regulation and ill-structured problem solving in problem-based learning. Interdisciplinary Journal of Problem-Based Learning, 10(2). https://doi.org/10.7771/1541-5015.1622 González, C., & Cubero, R. (2014). What do students do to agree on academic knowledge? Structured tasks and non-structured tasks for classroom-based learning. Cultura y Educación, 26 (3), 505-534. http://doi.org/10.1080/11356405.2014.973669 Graesser, A. C., Fiore, S., Greiff, S., Andrews-Todd, J., Foltz, P., & Hesse, F. (2018). Advancing the science of collaborative problem solving. Psychological Science in the Public Interest, 19 (2), 19-40. https://doi.org/10.1177/1529100618808244 Grau, V., & Whitebread, D. (2018). Introduction: Relationships between classroom dialogue and support for metacognitive, self-regulatory development in educational contexts. New Directions for Child and Adolescent Development, 162, 7-10. https://doi.org/10.1002/cad.20258 Hadwin, A. F., Järvelä, S., & Miller, M. (2017). Self-regulation, co-regulation, and shared regulation in collaborative learning environments. En P. Alexander, D. Schunk, & J. Greene (Edits.), Handbook of self-regulation of learning and performance, 83-106. Routledge. https://doi.org/10.4324/9781315697048.ch6 Hennessy, S., Howe, C., Mercer, N., & Vrikki, M. (2020). Coding classroom dialogue: methodological considerations for researchers. Learning, Culture and Social Interaction, 25. https://doi.org/10.1016/j.lcsi.2020.100404 Huma, B., Alexander, M., Stokoe, E., & Tileaga, C. (2020). Introduction to special issue on discursive psychology. Qualitative Research in Psychology, 17 (3), 313-335. https://doi.org/10.1080/14780887.2020.1729910 Jefferson, G. (2004). Glossary of transcript symbols with an introduction. En G. H. Lerner (Ed.), Conversation analysis: studies from the first generation, 13-31. John Benjamins. https://doi.org/10.1075/pbns.125.02jef Jonassen, D. H. (2011). Learning to solve problems. A handbook for designing problem solving learning environments. Routledge. https://doi.org/10.4324/9780203847527 Khosa, D. K., & Volet, S. E. (2014). Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: can it explain differences in students’ conceptual understanding? Metacognition and Learning, 9, 287-307. https://doi.org/10.1007/s11409-014-9117-z Kim, D., & Lim, C. (2018). Promoting socially shared metacognitive regulation in collaborative project-based learning: a framework for the design of structured guidance. Teaching in Higher Education, 23 (2), 194–211. https://doi.org/10.1080/13562517.2017.1379484 Malmberg, J., Järvelä, S., & Järvenoja, H. (2017). Capturing temporal and sequential patterns of self-, co- and socially shared regulation in the context of collaborative learning. Contemporary Journal of Educational Psychology, 49, 160-174. https://doi.org/10.1016/j.cedpsych.2017.01.009 Mendoza, J. (2021). Construyendo y compartiendo el conocimiento: una perspectiva discursiva en el aula. Universidad Pedagógica Nacional. https://bit.ly/40IzjnA Mercer, N. (2019). The quality of talk in children’s collaborative activity in the classroom. En N. Mercer, Language and the joint creation of knowledge. The selected works of Neil Mercer, 45-67. Routledge. Organisation for Economic Cooperation and Development. (2017). PISA 2015 collaborative problem solving framework. En PISA 2015 assessment and analytical framework: science, reading, mathematic, financial literacy and collaborative problem solving, 131-188. https://doi.org/10.1787/9789264281820-8-en Sawyer, R. K. (2022). An introduction to the learning sciences. En R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences, 1-24. https://doi.org/10.1017/9781108888295.002 Tamayo, O. E. (2006). La metacognición en los modelos para la enseñanza y el aprendizaje de las ciencias. En A. Martínez, O. L. Riveros, C. Silva, J. Rojano, C. Ojeda, J. C. Echeverry,. O. E. Tamayo, Los bordes de la pedagogía: del modelo a la ruptura, 275-306. Universidad Pedagógica Nacional. Uttamchandani, S., & Lester, J. N. (2021). Qualitative approaches to language in CSCL. En U. Cress, C. Rosé, A. F. Wise, & J. Oshima (Edits.), International handbook of computer-supported collaborative learning, 605-624. Springer. https://doi.org/10.1007/978-3-030-65291-3_33 Valencia, T., Serna, A., Ochoa, S., Caicedo, A. M., Montes, J. A., & Chávez, J. D. (2016). Competencias y estándares TIC desde la dimensión pedagógica: una perspectiva desde los niveles de apropiación de las TIC en la práctica educativa docente. Pontificia Universidad Javeriana. https://bit.ly/3QZZ7bv Vauras, M., Volet, S., & Iiskala, T. (2021). Socially-shared metacognitive regulation in collaborative science learning. En D. Moraitou, & P. Metallidou (Edits.), Trends and prospects in metacognition research across the life span, 83-102. Springer. https://doi.org/10.1007/978-3-030-51673-4_5 Volet, S., & Vauras, M. (2013). The study of interpersonal regulation in learning and its challenge to the research methodology. En S. Volet, & M. Vauras (Edits.), Interpersonal regulation of learning and motivation. Methodological advances, 1-13. Routledge. https://doi.org/10.4324/9780203117736 Whitebread, D., Grau, V., & Somerville, M. P. (2018). Commentary: Relationships between classroom dialogue and support for metacognitive, self-regulatory development in educational contexts. New Directions for Child and Adolescent Development, 162, 1-14. https://doi.org/10.1002/cad.20257 Wiggins, S. (2017). Discursive psychology. Theory, method and applications. SAGE. https://doi.org/10.4135/9781473983335
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spelling	Solano Guerrero, Juan CarlosRuiz Ortega, Francisco JavierRodríguez Ortiz, Angélica MaríaTamayo Alzate, Oscar Eugenio2024-07-15 00:00:002026-04-16T17:46:36Z2024-07-15 00:00:002024-07-152027-8306https://repositorio.uptc.edu.co/handle/001/2151710.19053/uptc.20278306.v14.n2.2024.181572389-9417https://doi.org/10.19053/uptc.20278306.v14.n2.2024.18157application/pdftext/xmlUniversidad Pedagógica y Tecnológica de ColombiaRevista de Investigación, Desarrollo e Innovación - 2024https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessEsta obra está bajo una licencia internacional Creative Commons Atribución 4.0.http://purl.org/coar/access_right/c_abf2https://revistas.uptc.edu.co/index.php/investigacion_duitama/article/view/18157Metacognitive regulationProblem representationVirtual learning environmentsDiscursive psychologyRegulación metacognitivaRepresentación del problemaEntornos virtuales de aprendizajePsicología discursivaInteracciones entre regulación metacognitiva social y representación del problema en el diseño de entornos virtuales de aprendizajeArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionTexthttp://purl.org/coar/version/c_970fb48d4fbd8a85Ader, M., Hassane, S., van Bruggen, J., & Vermeulen, M. (2023). Comparing metacognitive regulation and socially shared metacognitive regulation in face-to-face and online learning settings in ill-structured problem solving. Learning, Culture and Social Interaction, 39. https://doi.org/10.1016/j.lcsi.2022.100684Ball, L. J., & Christensen, B. T. (2019). Advancing an understanding of design cognition and design metacognition: progress and prospects. Design Studies, 65, 35-59. https://doi.org/10.1016/j.destud.2019.10.003Candela, A. (2001). Ciencia en el aula. Los alumnos entre la argumentación y el consenso. Paidós.Candela, A. (2020). 30 años de investigación sobre ciencia en el aula. Investigación en la escuela, 100, 23-36. https://dx.doi.org/10.12795/IE.2020.i100.03Castellanos, J. C., & Onrubia, J. (2018). Group characteristics and profiles of shared regulation in collaborative environments involving asynchronous communication. Infancia y Aprendizaje, 41 (2), 369-414. https://doi.org/10.1080/02103702.2018.1434037Coll, C. (2019). Aprender y enseñar con las TIC: expectativas, realidad y potencialidades. En R. Carneiro, J. C. Toscano, & T. Díaz (Edits.), Los desafíos de las TIC para el cambio educativo, 113-126. Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura. http://bit.ly/3mCSi2KCondor, S., & Antaki, C. (2000). Cognición social y discurso. En T. A. van Dijk (Ed.), El discurso como estructura y proceso, 453-490. Gedisa.Dang, B., Vitiello, R., Nguyen, A., Rosé, C., & Järvelä, S. (2023). How do students deliberate for socially shared regulation in collaborative learning? A process-oriented approach. En Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023, 59–66. International Society of the Learning Sciences. https://repository.isls.org//handle/1/9265De Backer, L. (2015). Fostering university students’ individual and socially shared metacognitive regulation through reciprocal same-age peer tutoring : a study into the impact and interaction processes (Tesis doctoral). Ghent University. http://hdl.handle.net/1854/LU-6850913De Backer, L., Van Keer, H., & Valcke, M. (2016). Eliciting reciprocal peer-tutoring groups’ metacognitive regulation through structuring and problematizing scaffolds. The Journal of Experimental Education, 84 (4), 804-828. https://doi.org/10.1080/00220973.2015.1134419De Backer, L., Van Keer, H., & Valcke, M. (2020). Variations in socially shared metacognitive regulation and their relation with university students’ performance. Metacognition and Learning, 15 (2), 233-259. https://doi.org/10.1007/s11409-020-09229-5Edwards, D., & Potter, J. (1992). Discursive psychology. SAGE.Ge, X., Law, V., & Huang, K. (2016). Detangling the interrelationships between self-regulation and ill-structured problem solving in problem-based learning. Interdisciplinary Journal of Problem-Based Learning, 10(2). https://doi.org/10.7771/1541-5015.1622González, C., & Cubero, R. (2014). What do students do to agree on academic knowledge? Structured tasks and non-structured tasks for classroom-based learning. Cultura y Educación, 26 (3), 505-534. http://doi.org/10.1080/11356405.2014.973669Graesser, A. C., Fiore, S., Greiff, S., Andrews-Todd, J., Foltz, P., & Hesse, F. (2018). Advancing the science of collaborative problem solving. Psychological Science in the Public Interest, 19 (2), 19-40. https://doi.org/10.1177/1529100618808244Grau, V., & Whitebread, D. (2018). Introduction: Relationships between classroom dialogue and support for metacognitive, self-regulatory development in educational contexts. New Directions for Child and Adolescent Development, 162, 7-10. https://doi.org/10.1002/cad.20258Hadwin, A. F., Järvelä, S., & Miller, M. (2017). Self-regulation, co-regulation, and shared regulation in collaborative learning environments. En P. Alexander, D. Schunk, & J. Greene (Edits.), Handbook of self-regulation of learning and performance, 83-106. Routledge. https://doi.org/10.4324/9781315697048.ch6Hennessy, S., Howe, C., Mercer, N., & Vrikki, M. (2020). Coding classroom dialogue: methodological considerations for researchers. Learning, Culture and Social Interaction, 25. https://doi.org/10.1016/j.lcsi.2020.100404Huma, B., Alexander, M., Stokoe, E., & Tileaga, C. (2020). Introduction to special issue on discursive psychology. Qualitative Research in Psychology, 17 (3), 313-335. https://doi.org/10.1080/14780887.2020.1729910Jefferson, G. (2004). Glossary of transcript symbols with an introduction. En G. H. Lerner (Ed.), Conversation analysis: studies from the first generation, 13-31. John Benjamins. https://doi.org/10.1075/pbns.125.02jefJonassen, D. H. (2011). Learning to solve problems. A handbook for designing problem solving learning environments. Routledge. https://doi.org/10.4324/9780203847527Khosa, D. K., & Volet, S. E. (2014). Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: can it explain differences in students’ conceptual understanding? Metacognition and Learning, 9, 287-307. https://doi.org/10.1007/s11409-014-9117-zKim, D., & Lim, C. (2018). Promoting socially shared metacognitive regulation in collaborative project-based learning: a framework for the design of structured guidance. Teaching in Higher Education, 23 (2), 194–211. https://doi.org/10.1080/13562517.2017.1379484Malmberg, J., Järvelä, S., & Järvenoja, H. (2017). Capturing temporal and sequential patterns of self-, co- and socially shared regulation in the context of collaborative learning. Contemporary Journal of Educational Psychology, 49, 160-174. https://doi.org/10.1016/j.cedpsych.2017.01.009Mendoza, J. (2021). Construyendo y compartiendo el conocimiento: una perspectiva discursiva en el aula. Universidad Pedagógica Nacional. https://bit.ly/40IzjnAMercer, N. (2019). The quality of talk in children’s collaborative activity in the classroom. En N. Mercer, Language and the joint creation of knowledge. The selected works of Neil Mercer, 45-67. Routledge.Organisation for Economic Cooperation and Development. (2017). PISA 2015 collaborative problem solving framework. En PISA 2015 assessment and analytical framework: science, reading, mathematic, financial literacy and collaborative problem solving, 131-188. https://doi.org/10.1787/9789264281820-8-enSawyer, R. K. (2022). An introduction to the learning sciences. En R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences, 1-24. https://doi.org/10.1017/9781108888295.002Tamayo, O. E. (2006). La metacognición en los modelos para la enseñanza y el aprendizaje de las ciencias. En A. Martínez, O. L. Riveros, C. Silva, J. Rojano, C. Ojeda, J. C. Echeverry,. O. E. Tamayo, Los bordes de la pedagogía: del modelo a la ruptura, 275-306. Universidad Pedagógica Nacional.Uttamchandani, S., & Lester, J. N. (2021). Qualitative approaches to language in CSCL. En U. Cress, C. Rosé, A. F. Wise, & J. Oshima (Edits.), International handbook of computer-supported collaborative learning, 605-624. Springer. https://doi.org/10.1007/978-3-030-65291-3_33Valencia, T., Serna, A., Ochoa, S., Caicedo, A. M., Montes, J. A., & Chávez, J. D. (2016). Competencias y estándares TIC desde la dimensión pedagógica: una perspectiva desde los niveles de apropiación de las TIC en la práctica educativa docente. Pontificia Universidad Javeriana. https://bit.ly/3QZZ7bvVauras, M., Volet, S., & Iiskala, T. (2021). Socially-shared metacognitive regulation in collaborative science learning. En D. Moraitou, & P. Metallidou (Edits.), Trends and prospects in metacognition research across the life span, 83-102. Springer. https://doi.org/10.1007/978-3-030-51673-4_5Volet, S., & Vauras, M. (2013). The study of interpersonal regulation in learning and its challenge to the research methodology. En S. Volet, & M. Vauras (Edits.), Interpersonal regulation of learning and motivation. Methodological advances, 1-13. Routledge. https://doi.org/10.4324/9780203117736Whitebread, D., Grau, V., & Somerville, M. P. (2018). Commentary: Relationships between classroom dialogue and support for metacognitive, self-regulatory development in educational contexts. New Directions for Child and Adolescent Development, 162, 1-14. https://doi.org/10.1002/cad.20257Wiggins, S. (2017). Discursive psychology. Theory, method and applications. SAGE. https://doi.org/10.4135/9781473983335148213314Revista de Investigación, Desarrollo e Innovaciónhttps://revistas.uptc.edu.co/index.php/investigacion_duitama/article/download/18157/14634https://revistas.uptc.edu.co/index.php/investigacion_duitama/article/download/18157/15602Núm. 2 , Año 2024 : Julio-DiciembrePublicationOREORE.xmltext/xml2914https://repositorio.uptc.edu.co/bitstreams/f949ef36-ffee-4f41-a6b3-fd5750002a55/download2e37236e957f1c59b47c044c3ee89fc3MD51falseAnonymousREAD001/21517oai:repositorio.uptc.edu.co:001/215172026-10-29 18:09:21.569https://creativecommons.org/licenses/by/4.0/metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCbdigital@metabiblioteca.com

Interacciones entre regulación metacognitiva social y representación del problema en el diseño de entornos virtuales de aprendizaje

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