Interactions between social metacognitive regulation and problem representation in the design of virtual learning environments
Abstract
The study aims to understand interactions between social metacognitive regulation and collaborative problem solving, in particular, problem representation, in the design of virtual learning environments. The phenomenon is investigated in an online learning environment that uses a videoconferencing system, based on the recording of verbal interactions. The participants were students of a course on learning and technology, from two initial teacher education programs at a public university. The methodological strategy used was discourse analysis, from the perspective of discursive psychology. Three models of discursive interaction were characterized, namely: individual disconnection, individual connection and group connection. The recognition or not of one's own and others' versions of problem representation fosters discursive dynamics that strengthen or not the agreement and consensus and the relationships of solidarity and trust.
Keywords
metacognitive regulation, problem representation, virtual learning environments, discursive psychology
Author Biography
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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