Interacciones entre regulación metacognitiva social y representación del problema en el diseño de entornos virtuales de aprendizaje
Resumen
En el presente artículo se pretende comprender interacciones entre regulación metacognitiva social y solución colaborativa de problemas, en particular, la representación del problema, en el diseño de entornos virtuales de aprendizaje. Se indagó el fenómeno en un entorno de aprendizaje que utilizó un sistema de videoconferencia, a partir del registro de las interacciones verbales. Los participantes fueron estudiantes de un curso sobre aprendizaje y tecnología, de dos programas de formación inicial docente de una universidad pública. La estrategia metodológica usada fue el análisis del discurso, desde la perspectiva de la psicología discursiva. Se caracterizaron tres modelos de interacción discursiva, a saber: desconexión individual, conexión individual y conexión grupal. Se concluyó que el reconocimiento o no de las versiones propias y de los otros sobre la representación del problema, propicia sinergias discursivas que afianzan o no el acuerdo y el consenso y, las relaciones de solidaridad y confianza.
Palabras clave
regulación metacognitiva, representación del problema, entornos virtuales de aprendizaje, psicología discursiva
Biografía del autor/a
Juan Carlos Solano-Guerrero
Ingeniero de Sistemas, Magíster en Tecnologías de la Información Aplicadas a la Educación, Estudiante del Doctorado en Ciencias Cognitivas de la Universidad Autónoma de Manizales.
Francisco Javier Ruiz-Ortega
Licenciado en Biología y Química, Doctor en Didáctica de las Ciencias Experimentales.
Angélica María Rodríguez-Ortiz
Licenciada en Filosofía y Letras (Filosofía), Doctora en Filosofía.
Oscar Eugenio Tamayo-Alzate
Licenciado en Biología y Química, Doctor en Didáctica de las Ciencias Experimentales.
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