Regulación interpersonal en el trabajo colaborativo: efectos en la comprensión lectora y la autorregulación de estudiantes con diferentes estilos cognitivos

Interpersonal Regulation in Collaborative Learning: Effects on Reading Comprehension and Self-regulation of Students with Different Cognitive Styles

Regulação interpessoal na aprendizagem colaborativa: efeitos na compreensão da leitura e na auto-regulação dos alunos com diferentes estilos cognitivos

Publicado
2021-06-23

En este artículo de investigación se reportan los resultados de un estudio cuasiexperimental que tenía por objeto evaluar el impacto de un ambiente de aprendizaje computacional. Este proyecto apoyaba la regulación social en el aprendizaje y la autorregulación de 166 estudiantes de Educación Media en una institución pública de la ciudad de Bogotá, Colombia. Mediante un diseño factorial 2×22x2, se exploraron las posibles diferencias entre dos modelos de regulación social y dos métodos de conformación grupal, teniendo en cuenta el estilo cognitivo de los sujetos en la dimensión dependencia-independencia de campo. Las pruebas no paramétricas implementadas, señalaron que el ambiente impactó significativamente la comprensión lectora, las creencias de control sobre el aprendizaje y la autorregulación metacognitiva de los participantes. Un Mancova no señaló diferencias significativas entre los grupos experimentales, luego de controlar el efecto de las covariables; no obstante, las tendencias en los datos indicaron que (a) regular la tarea benefició en mayor medida el logro y la autorregulación, en comparación con la regulación de la comunicación; (b) los grupos homogéneos alcanzaron mejores resultados que los grupos heterogéneos; y (c) aunque los sujetos independientes alcanzaron mejores resultados que los sujetos dependientes de campo, el ambiente logró difuminar las diferencias significativas que existían entre ambos estilos cognitivos antes de la intervención, en términos del nivel inicial de comprensión lectora. Estos resultados sugieren que implementar soportes computacionales para apoyar la regulación de la tarea y la colaboración, puede beneficiar el logro y la autorregulación durante el trabajo colaborativo en la educación a distancia.

Palabras clave: aprendizaje colaborativo, instrucción por computador, regulación social, conformación grupal, comprensión lectora, estilo cognitivo (es)
collaborative learning, computer instruction, social regulation, group formation, reading comprehension, cognitive style (en)
aprendizagem colaborativa, ensino por computador, regulação social, construção de grupos;, compreensão de leitura, estilo cognitivo (pt)
Javier Moreno Caro, Universidad Pedagógica Nacional

Doctor en Educación.Universidad Pedagógica Nacional.

Luis Sanabria Rodríguez, Universidad Pedagógica Nacional

Doctor en Educación

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Zheng, L., Li, X. y Huang, R. (2017). The effect of socially shared regulation approach on learning performance in computer-supported collaborative learning. Journal of Educational Technology & Society, 20(4), 35-46.

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APA

Moreno Caro, J., López Vargas, O., & Sanabria Rodríguez, L. (2021). Regulación interpersonal en el trabajo colaborativo: efectos en la comprensión lectora y la autorregulación de estudiantes con diferentes estilos cognitivos. Folios, (54). https://doi.org/10.17227/folios.54-11403

ACM

[1]
Moreno Caro, J., López Vargas, O. y Sanabria Rodríguez, L. 2021. Regulación interpersonal en el trabajo colaborativo: efectos en la comprensión lectora y la autorregulación de estudiantes con diferentes estilos cognitivos. Folios. 54 (jun. 2021). DOI:https://doi.org/10.17227/folios.54-11403.

ACS

(1)
Moreno Caro, J.; López Vargas, O.; Sanabria Rodríguez, L. Regulación interpersonal en el trabajo colaborativo: efectos en la comprensión lectora y la autorregulación de estudiantes con diferentes estilos cognitivos. Folios 2021.

ABNT

MORENO CARO, J.; LÓPEZ VARGAS, O.; SANABRIA RODRÍGUEZ, L. Regulación interpersonal en el trabajo colaborativo: efectos en la comprensión lectora y la autorregulación de estudiantes con diferentes estilos cognitivos. Folios, [S. l.], n. 54, 2021. DOI: 10.17227/folios.54-11403. Disponível em: https://revistas.pedagogica.edu.co/index.php/RF/article/view/11403. Acesso em: 24 jul. 2021.

Chicago

Moreno Caro, Javier, Omar López Vargas, y Luis Sanabria Rodríguez. 2021. «Regulación interpersonal en el trabajo colaborativo: efectos en la comprensión lectora y la autorregulación de estudiantes con diferentes estilos cognitivos». Folios, n.º 54 (junio). https://doi.org/10.17227/folios.54-11403.

Harvard

Moreno Caro, J., López Vargas, O. y Sanabria Rodríguez, L. (2021) «Regulación interpersonal en el trabajo colaborativo: efectos en la comprensión lectora y la autorregulación de estudiantes con diferentes estilos cognitivos», Folios, (54). doi: 10.17227/folios.54-11403.

IEEE

[1]
J. Moreno Caro, O. López Vargas, y L. Sanabria Rodríguez, «Regulación interpersonal en el trabajo colaborativo: efectos en la comprensión lectora y la autorregulación de estudiantes con diferentes estilos cognitivos», Folios, n.º 54, jun. 2021.

MLA

Moreno Caro, J., O. López Vargas, y L. Sanabria Rodríguez. «Regulación interpersonal en el trabajo colaborativo: efectos en la comprensión lectora y la autorregulación de estudiantes con diferentes estilos cognitivos». Folios, n.º 54, junio de 2021, doi:10.17227/folios.54-11403.

Turabian

Moreno Caro, Javier, Omar López Vargas, y Luis Sanabria Rodríguez. «Regulación interpersonal en el trabajo colaborativo: efectos en la comprensión lectora y la autorregulación de estudiantes con diferentes estilos cognitivos». Folios, no. 54 (junio 23, 2021). Accedido julio 24, 2021. https://revistas.pedagogica.edu.co/index.php/RF/article/view/11403.

Vancouver

1.
Moreno Caro J, López Vargas O, Sanabria Rodríguez L. Regulación interpersonal en el trabajo colaborativo: efectos en la comprensión lectora y la autorregulación de estudiantes con diferentes estilos cognitivos. Folios [Internet]. 23 de junio de 2021 [citado 24 de julio de 2021];(54). Disponible en: https://revistas.pedagogica.edu.co/index.php/RF/article/view/11403

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