Regulación interpersonal y trabajo colaborativo en ambientes computacionales : conformación grupal y estilo cognitivo.

Moreno Caro, Javier Oswaldo

dc.contributor.advisor	López Vargas, Omar	spa
dc.contributor.author	Moreno Caro, Javier Oswaldo	spa
dc.date.accessioned	2020-06-14T18:49:15Z
dc.date.available	2020-06-14T18:49:15Z
dc.date.issued	2020
dc.identifier.uri	http://hdl.handle.net/20.500.12209/11917
dc.description.abstract	Se reportan los resultados de un estudio de corte experimental con un diseño factorial 2x2 que tenía por objeto evaluar el efecto que un ambiente computacional creado para apoyar la regulación social del aprendizaje, tenía en la comprensión lectora y la capacidad autorreguladora de estudiantes de educación media, dependiendo del método de conformación grupal y el estilo cognitivo de los sujetos. Los principales hallazgos del estudio indican que apoyar la regulación de actividades asociadas con la tarea y la comunicación, benefició el logro de aprendizaje y la autorregulación de los sujetos. Este efecto se obtuvo sin importar el método de conformación grupal o el estilo cognitivo de los sujetos, más aún, el ambiente difuminó la brecha inicial que existía entre los sujetos independientes y dependientes de campo, en relación con el logro de aprendizaje. Por su parte, en lo que respecta a la relación entre el estilo cognitivo y la regulación social, se encontró que grupos heterogéneos según el estilo cognitivo, así como grupos integrados exclusivamente por sujetos dependientes de campo, evidenciaron comportamientos mucho más dinámicos y efectivos en términos de procesos reguladores y modos de regulación.	spa
dc.format	PDF	spa
dc.format.mimetype	application/pdf	spa
dc.language.iso	spa
dc.publisher	Universidad Pedagógica Nacional	spa
dc.rights.uri	https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject	Aprendizaje colaborativo apoyado por computador	spa
dc.subject	Regulación social	spa
dc.subject	Conformación grupal	spa
dc.subject	Estilo cognitivo	spa
dc.subject	Comprensión lectora	spa
dc.title	Regulación interpersonal y trabajo colaborativo en ambientes computacionales : conformación grupal y estilo cognitivo.	spa
dc.publisher.program	Doctorado Interinstitucional en Educación	spa
dc.subject.keywords	Computer - Supported collaborative learning	eng
dc.subject.keywords	Social regulation	eng
dc.subject.keywords	Group formation	eng
dc.subject.keywords	Cognitive style	eng
dc.subject.keywords	Reading comprehension	eng
dc.rights.access	Acceso abierto	spa
dc.type.hasVersion	info:eu-repo/semantics/acceptedVersion
dc.rights.accessrights	info:eu-repo/semantics/openAccess
dc.rights.accessrights	http://purl.org/coar/access_right/c_abf2
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dc.publisher.faculty	Doctorado en Educación	spa
dc.type.local	Monografía - Doctorado	spa
dc.type.coar	http://purl.org/coar/resource_type/c_db06	eng
dc.description.degreename	Doctor en Educación	spa
dc.description.degreelevel	Doctorado	spa
dc.type.driver	info:eu-repo/semantics/masterThesis	eng
dc.identifier.instname	instname:Universidad Pedagógica Nacional	spa
dc.identifier.reponame	reponame: Repositorio Institucional UPN	spa
dc.identifier.repourl	repourl: http://repositorio.pedagogica.edu.co/
dc.title.translated	Interpersonal regulation and collaborative learning in computer environments : group composition and cognitive style.	eng
dc.description.abstractenglish	The results of an experimental study with a 2x2 factorial design are reported. The purpose of the study was to evaluate the effect that a computer environment created to support the social regulation of learning had on the reading comprehension and self-regulatory capacity of high school students, depending on the method of group formation and the cognitive style of the subjects. The main findings of the study indicate that supporting the regulation of activities associated with task and communication benefited the learning achievement and self-regulation of the subjects. This effect was obtained regardless of the method of group conformation or the cognitive style of the subjects; moreover, the environment blurred the initial gap that existed between independent and field-dependent subjects, in relation to learning achievement. On the other hand, regarding the relationship between cognitive style and social regulation, it was found that heterogeneous groups according to cognitive style, as well as groups integrated exclusively by field-dependent subjects, showed much more dynamic and effective behaviors in terms of regulatory processes and modes of regulation.	eng
dc.type.version	info:eu-repo/semantics/acceptedVersion
dc.type.version	http://purl.org/coar/version/c_ab4af688f83e57aa
dc.rights.creativecommons	Attribution-NonCommercial-NoDerivatives 4.0 International