Metacognitive skills in the virtual university professionalization process

Abstract

The sudden change to a virtual education is not only digitizing the contents to be taught, it is necessary to start working in another way, considering the metacognitive abilities of university students. That is why the objective of the research was to determine the relationship between metacognitive skills and the virtual process of university professionalization of students in the area of health sciences. The study had a mixed, non-experimental approach, with a correlational design and a sample population of 294 students from 6 professional careers to whom the instrument was applied, a metacognitive skills inventory (MAI), also for the collection of test scores. university professionalization, the auxiliary evaluation record was taken into account. Through data processing, it was obtained as a result that the categories knowledge of cognition and regulation of cognition are located with the highest percentage on the "agree" scale, reaching 61.40% and 61.25% respectively. The study shows that university students, during the development of virtual learning sessions, present the desired level in the management of metacognitive skills and their learning is rated as good. It is concluded that there is a relationship between metacognitive skills and virtual university professionalization in students in the area of health sciences.