Habilidades metacognitivas y emociones en la construcción de los Entornos Personales de Aprendizaje

Autores/as

DOI: https://doi.org/10.6018/red.526831
Palabras clave: Entornos Personales de Aprendizaje, Aprendizaje Autorregulado, emociones, Educación Superior

Resumen

Los procesos metacognitivos durante el aprendizaje están ligados a diferentes aspectos como las emociones y la motivación, que a su vez contribuyen al desempeño de los estudiantes. En este trabajo de investigación se identificó el papel de las emociones en la experiencia de aprendizaje durante el desempeño del alumnado en modalidad en línea de Educación Superior durante la construcción de sus Entornos Personales de Aprendizaje (PLE por sus siglas en Inglés) en México. El estudio se realizó a través de una investigación mixta en la que se aplicó el cuestionario CAPPLE y entrevistas semiestructuradas. Los resultados muestran que las emociones relacionadas con la felicidad y la sorpresa motivan a los estudiantes a desarrollar su PLE, mientras que emociones como el miedo o la tristeza motivan a los estudiantes a desarrollar habilidades y destrezas metacognitivas. Además, se identificó que existe una correlación entre algunos procesos metacognitivos para la planificación del aprendizaje y emociones al momento de utilizar herramientas digitales.  Las conclusiones reflexionan sobre la necesidad de apoyar tanto los procesos metacognitivos como los emocionales para el éxito del aprendizaje en línea y la construcción del PLE.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Anwar, K. & Wardhono, A. (2019). Students’ perception of learning experience and achievement motivation: prototyping English for Academic Purposes (EAP). International Journal of Instruction, 12(3), 271-288. https://doi.org/10.29333/iji.2019.12317a

Anggun, B., Santoso, H. B., & Junus, K. (2022). Personal learning environment toward lifelong learning: an ontology-driven conceptual model. Interactive Learning Environments. https://doi.org/10.1080/10494820.2022.2039947

Archundia, E., Cerón, c., Rossainz, M., Beltrán, B. y Garcés, A. (2021). Análisis de los datos del Entorno Personal de Aprendizaje (PLE): caso de estudio gestión del proceso de aprendizaje ante la contingencia COVID-19. Tecnología Educativa revista CONAIC, 8(1), 81-90.

Camacho- Zuñiga, C., Pego, L. Escamilla, J., & Hosseini, S (2020). The impacto f the COVID-19 pandemic on tudents’ feelings at high school, undergraduate, and postgraduate levels. Heliyon, 7(3). https://doi.org/10.1016/j.heliyon.2021.e06465

Castañeda, L., & Adell, J. (2013). La anatomía de los PLEs. En L. Castañeda & J. Adell (Eds.), Entornos Personales de Aprendizaje: Claves para el ecosistema educativo en red (pp. 11-27). Alcoy: Marfil. Recuperado de: http://digitum.um.es/xmlui/bitstream/10201/30408/1/capitulo1.pdf

Castañeda, L., & Tur, G. (2020). Resources and Opportunities for Agency in PLE Related Pedagogical Designs: a Literature Exploration. IxD&A, (45), 50-68.

Casquero, O., Romo, J., Benito, M., Ovelar, R. (2013). Participation and interaction in learning Environments: a whole-network analysis. In M. Thomas (Ed.), Technologies, innovation, and change in personal and virtual learning environments. Hershey, PA: IGI Global, 111–131. DOI: 10.4018/978-1-4666-8847-6.ch006

Cheremnykh, A. N. (2022). Digital educational resources and a solution to the problem of blended learning in the academic disciplines “physical culture”. Pedagogical Review, 1(41), 70-76. https://doi.org/10.23951/2307-6127-2022-1-70-76

Chhetri, K. (2020). The benefits of using rubrics to assess students work. Rig Tshoel: Research Journal of the Royal Thimphu College, 3(1), 21-26.

Cho, H.J., Melloch, M.R. & Levesque-Bristol, C. (2021). Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach. IJ STEM Ed 8, 32. https://doi.org/10.1186/s40594-021-00276-1

Cohen, L., Manion, L., & Marrion, K. (2018). Research methods in education. (7th ed.). Routledge.

Dabbagh, N., & Castaneda, L. (2020). The PLE as a framework for developing agency in lifelong learning. Educational Technology Research and Development, 68(6), 3041–3055. https://doi.org/10.1007/s11423-020-09831-z

Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. Internet and Higher Education, 15(1), 3–8. https://doi.org/10.1016/j.iheduc.2011.06.002

Dewey, J. (1938). Experience and education. New York: Macmillan.

Dittman, J., Suh, D., Lavingia, K. S. & Amendola, M. F. (2020). Mind over matter: self-perception of skills has an impact on career aspirations and learning in a vacular simulation workshop. Journal of vascular surgery, 72(1). https://doi.org/10.1016/j.jvs.2020.04.105

Fiedler, S. H., & Väljataga, T. (2011). Personal learning environments: Concept or technology? International Journal of Virtual and Personal Learning Environments, 2(4), 1–11. https://doi.org/10.4018/jvple.2011100101

Fiedler, S. H., Väljataga, T. (2013). Personal learning environments: Concept or technology? In M. Thomas (Ed.), Technologies, innovation, and change in personal and virtual learning environments. Hershey, PA: IGI Global, 166–176. https://doi.fgorg/10.4018/978-1-4666-2467-2.ch014

Fraile, J., Panadero, E., & Pardo, R. (2017). Co-coreating rubrics: the effects on self-regulated learning, self-efficacy and performance of publishing assessment criteria with students. Studies in Educational Evaluation, 53, 69-76. https://doi.org/10.1016/j.edurev.2017.08.004

Gallardo, K., & Rivera, N. (2020). Evaluating virtual reality as a learning resource: an insight into user experience, usability and learning experience. In A. Mikroyannidis; M. Chang & S. White (eds.), Proceedings of the 12th International Conference on Mobile, Hybrid, and On-line Learning (eLmL 2020), (pp.67-71).

Gutierrez, I., Prendes, M. P., & Sánchez, M. M. (2016). Análisis del PLE de Estudiantes Universitarios Españoles: Proyecto CAPPLE. Congreso In-Red. http://dx.doi.org/10.4995/INRED2016.2016.4388

Hariyanto, D., Arafat, Y., & Wardiah, D. (2021). The effect of Facilities and motivation on learning outcomes of High Scholl Students in Gelumbang, Indonesia. Journal of Social Work and Science Education, 2(1), https://doi.org/10.52690/jswse.v2i1.210

Kim, C., Park, S. W., & Cozart, J. (2013). Affective and motivational factors of online math learning. British Journal of Educational Technology. http://dx.doi.org/10.1111/ j.1467-8535.2012.01382.x.

Kim, C., Pekrun, R. (2014). Emotions and Motivation in Learning and Performance. In: Spector, J., Merrill, M., Elen, J., Bishop, M. (eds) Handbook of Research on Educational Communications and Technology. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3185-5_6

Kolb, D.A (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs: Prentice Hall.

Kop, R. y Fournier, H. (2013). Developing a framework for research on personal learning environments. eLearning Papers, 35.

Larrosa, Jorge. (2006). Sobre la experiencia. Aloma: revista de sicología, ciències de l’educació i de l’esport Blanquerna, (19), 87-112.

Lee, D., Arthur, I. T. and Morrone, A. S. (2015) Using video surveillance footage to support validity of self-reported classroom data. International Journal of Research and Method in Education. DOI: 10.1080/1743727X.2015.1075496.

Lewin, K. (1946) Action research and minority problems. Journal of Social (2, 4), 34–46.https://doi.org/10.1111/j.1540-4560.1946.tb02295.x

Marín Juarros, V., Salinas Ibáñez, J., & de Benito Crosetti, B. (2014). Research results of two personal learning environments experiments in a higher education institution. Interactive Learning Environments, 22(2), 205–220. https://doi.org/10.1080/10494820.2013.788031

Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121–131. https://doi.org/10.1037/a0033546

Mendoza-Franco, G., Dorador-González, J.M., Díaz-Pérez, P., Zarco-Hernández, R. (2021). Design of Learning Digital Tools Through a User Experience Design Methodology. In: Bhatia, S.K., Tiwari, S., Ruidan, S., Trivedi, M.C., Mishra, K.K. (eds) Advances in Computer, Communication and Computational Sciences. Advances in Intelligent Systems and Computing, (1158). Springer, Singapore. https://doi.org/10.1007/978-981-15-4409-5_67

Nota, L., Soresi, A., & Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International Journal of Edcuation Research, 41(3), 198-215. https://doi.org/10.1016/j.ijer.2005.07.001

Nganji, J. T. (2018). Towards learner-constructed e-learning environments for effective personal learning experiences. Behaviour & Information Technology, 37(7), 647–657. https://doi.org/10.1080/0144929X.2018.1470673

Nasir, N., Mustafa, S., Sulvianti, S., & Azizah, N. (2021). The effecto of locus of control on learning achievement during the Covid-19 Pandemic. Indonesian research journal in education, 5(2). https://doi.org/10.22437/irje.v5i2.15252

Ning, H. K. & Downing, K. (2012). Influence of students learning experience on academic performance the mediator and moderator effects of self-regulation and motivation. British Educational Research Journal, 38(2), 219-237. http://dx.doi.org/10.1080/01411926.2010.538468

Trujullo, B. f. (2014). Experiencia y educación. Revista Mexicana de Investigación Educativa, 19(62), 885-892

Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8(422). https://doi.org/10.3389/fpsyg.2017.00422.

Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98(3), 583–397.

Pedro, L. & Santos, C. (2021). Has Covid-19 emergency instruction killed the PLE? In Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’21) (pp. 518-j521). Barcelona, Spain. ACM. https://doi.org/10.1145/3486011.3486508

Prendes, P., Castañeda, L., Gutierrez, I., & Sánchez, M.M. (2017). Personal learning environments in future professionals: nor natives or residents, just survivor. Internacional Journal of Information and Edcuation Technology, 7(3). 10.18178/ijiet.2017.7.3.861

Prendes, M.P., Román, M., y González, V, (2018). How University Students Use Technologies to Learn: A Survey about PLE in Spain. Ediciones Universidad de Salamanca (20). https://doi.org/10.14201/eks2019_20_a10

Prendes-Espinosa, M. P., Castañeda-Quintero, L., Solano-Fernández, I. M. Roig-Vila, R., Aguiar-Perera, Mª V, & Serrano-Sánchez, J. L. (2016). Validación de un cuestionario sobre hábitos de trabajo y aprendizaje para futuros profesionales: explorar los Entornos Personales de Aprendizaje. RELIEVE, 22(2), Article 6. http://dx.doi.org/10.7203/relieve.22.2.7228

Ramírez Mera, U. N. y Barragán López, J. F. (2018). Autopercepción de estudiantes universitarios sobre el uso de tecnologías digitales para el aprendizaje. Revista Apertura, 10(2), 94-109. http://dx.doi.org/10.18381/Ap.v10n2.1401

Ramírez, U., Tur, G., & Marín, V. I. (2022). Personal Learning Environments in Online and Face-to-Face Contexts in Mexican Higher Education. Open Education Studies, 4(1), 148-160. https://doi.org/10.1515/edu-2022-0009

Ramírez, U., & Tur, G. (2021). Supporting Students’ Control and Ownership of Learning in the Multimodal Learning from a PLE Perspective. In Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’21) (pp. 495-500). Barcelona, Spain. ACM. https://doi.org/10.1145/3486011.3486502

Shaikh, Z. A.; Khoja, S. A. (2012). Role of Teacher in Personal Learning Environments. Digital Education Review, (21), 23-32. https://raco.cat/index.php/DER/article/view/254209 [Consulta: 31-05-2022].

Shaikh, Z. A., & Khoja, S. A. (2014). Personal learning environments and university teacher roles explored using Delphi. Australasian Journal of Educational Technology, 30(2). https://doi.org/10.14742/ajet.324

Serrano, J. L., Carrera, X., Brescó, E., Suárez, C. (2019). Tratamiento crítico de la información de estudiantes universitarios desde los entornos personales de aprendizaje. Educação e Pesquisa (45), 1-21. https://doi.org/10.1590/s1678-4634201945193355

Yen, C.-J., Tu, C.-H., Sujo-Montes, L., Harati, H., & Rodas, C. R., (2019). Using personal learning environments (PLE) management to support digital lifelong learning. International Journal of Online Pedagogy and Course Design, 9(3), 13-31. DOI: 10.4018/IJOPCD.2019070102

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70. http://dx.doi.org/10.1207/s15430421tip4102_2

Publicado
01-01-2023
Cómo citar
Ramírez-Mera, U., & Tur, G. (2023). Habilidades metacognitivas y emociones en la construcción de los Entornos Personales de Aprendizaje. Revista de Educación a Distancia (RED), 23(71). https://doi.org/10.6018/red.526831