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{"title":"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","authors":"John Solórzano-Restrepo, Omar López-Vargas","doi":"10.14349/SUMAPSI.2019.V26.N1.5","DOIUrl":null,"url":null,"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/).","PeriodicalId":38992,"journal":{"name":"Suma Psicologica","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":"{\"title\":\"Efecto diferencial de un andamiaje metacognitivo en un ambiente e-learning sobre la carga cognitiva, el logro de aprendizaje y la habilidad metacognitiva\",\"authors\":\"John Solórzano-Restrepo, Omar López-Vargas\",\"doi\":\"10.14349/SUMAPSI.2019.V26.N1.5\",\"DOIUrl\":null,\"url\":null,\"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. 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Efecto diferencial de un andamiaje metacognitivo en un ambiente e-learning sobre la carga cognitiva, el logro de aprendizaje y la habilidad metacognitiva
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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