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

Agencias de apoyo

  • 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.

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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