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

• Autores: John Solórzano-Restrepo, Omar López Vargas
• Localización: Suma Psicológica, ISSN-e 0121-4381, Vol. 26, Nº. 1, 2019, págs. 37-45
• Idioma: español
• DOI: 10.14349/sumapsi.2019.v26.n1.5
• Títulos paralelos:
  • Differential effect of a metacognitive scaffolding in a e-Learning environment over cognitive load, learning achievement and metacognitive consciousness
• Enlaces
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• Dialnet Métricas: 8 Citas
• Resumen
  • español

    El presente estudio analiza los efectos generados por un andamiaje metacognitivo y el estilo cognitivo (dependiente/independiente de campo - DIC) en la carga cognitiva, la conciencia metacognitiva y el logro de aprendizaje cuando los estudiantes interactúan con un entorno de e-learning. Participaron 67 estudiantes de pregrado de la ciudad de Bogotá (Colombia), divididos en dos grupos. Uno interactuó con un entorno de aprendizaje con un andamiaje metacognitivo y el otro, sin él. Se utilizó la prueba EFT para establecer el estilo cognitivo de los aprendices y con la prueba MAI se determinó la conciencia metacognitiva. Se realizó un MANCOVA para analizar los datos. Los resultados sugieren diferencias entre la carga cognitiva intrínseca y extrínseca de los estudiantes dependientes de campo debido a la interacción entre el andamiaje metacognitivo y su estilo cognitivo. Los estudiantes que interactuaron con el andamiaje metacognitivo mostraron un mayor logro de aprendizaje y una mejor capacidad de monitoreo de su proceso de aprendizaje.

  • English

    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 and their cognitive style. Students who interacted with the metacognitive scaffolding showed a greater learning achievement and a better ability to monitoring their learning process.

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