Efecto diferencial de un andamiaje metacognitivo en un ambiente e-learning sobre la carga cognitiva, el logro de aprendizaje y la habilidad metacognitiva

Q3 Psychology

Suma Psicologica Pub Date : 2019-06-01 DOI:10.14349/SUMAPSI.2019.V26.N1.5

John Solórzano-Restrepo, Omar López-Vargas

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引用次数: 4

Abstract

The present study analyzes the effects generated by a metacognitive scaffolding and the cognitive style (Field Dependent/Independent-FDI) in the cognitive load, the metacognitive awareness and the achievement of learning when the students interact with an environment of e-Learning. 67 undergraduate students from the city of Bogotá (Colombia) participated, divided into two groups. One interacted with a learning environment with a metacognitive scaffolding and the other, without it. The EFT test was used to determine the cognitive style of the apprentices and the MAI test established the metacognitive awareness. Data were analyzed with a MANCOVA analysis. Results suggest differences between the intrinsic and extrinsic cognitive load in field dependent students due to the interaction between the metacognitive scaffolding Efecto diferencial de un andamiaje metacognitivo en un ambiente e-learning sobre la carga cognitiva, el logro de aprendizaje y la habilidad metacognitiva John Solórzano-Restrepoa,b* y Omar López-Vargasb a Fundación Universitaria Konrad Lorenz, Bogotá, Colombia b Universidad Pedagógica Nacional, Bogotá, Colombia Recibido el 18 de octubre de 2018; aceptado el 1 de abril de 2019 PALABRAS CLAVE Andamiaje metacognitivo, carga cognitiva, estilo cognitivo, logro de aprendizaje, conciencia metacognitiva * Autor para correspondencia. Correo electrónico: johnf.solorzanor@konradlorenz.edu.co http://dx.doi.org/10.14349/sumapsi.2019.v26.n1.5 0120-0534/© 2019 Fundación Universitaria Konrad Lorenz. Este es un artículo Open Access bajo la licencia CC BY-NC-ND (http://creativecommons.org/licenses/by-nc-nd/4.0/).

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电子学习环境中元认知支架对认知负荷、学习成绩和元认知能力的差异影响

本研究分析了当学生与电子学习环境互动时，元认知支架和认知风格（领域依赖/独立外国直接投资）对认知负荷、元认知意识和学习成就的影响。来自波哥大市（哥伦比亚）的67名本科生分为两组参加了此次活动。一个与有元认知支架的学习环境互动，另一个则没有。EFT测试用于确定学徒的认知风格，MAI测试建立了元认知意识。数据采用MANCOVA分析法进行分析。结果表明，由于元认知支架Efecto differencial de un andamiaje metacovo en un ambiente e-learning sobre la carga cognitiva，el logro de aprendizaje and la habilidad metacova John Solórzano Restrepoa之间的相互作用，领域依赖学生的内在和外在认知负荷存在差异，2018年10月18日，Omar López Vargasb a哥伦比亚波哥大Konrad Lorenz大学基金会b哥伦比亚波哥大国立教育大学；2019年6月1日，PALABRAS CLAVE Andamiaje元认知，carga cognitiva，estilo cognitivo，logro de aprendizaje，conciencia metacova*自动对应。Correo electrónico：johnf.solorzanor@konradlorenz.edu.cohttp://dx.doi.org/10.14349/sumapsi.2019.v26.n1.50120-0534/©2019康拉德·洛伦茨大学基金会。Este es un artículo开放获取许可证CC BY-NC-ND(http://creativecommons.org/licenses/by-nc-nd/4.0/)。

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来源期刊

Suma Psicologica Psychology-Psychology (all)

CiteScore

2.00

自引率

0.00%

发文量