Exploración de la percepción estudiantil sobre la implementación de guiones para promover la regulación socialmente compartida del aprendizajeExploration of student perception regarding the implementation of scripts to promote socially shared regulation of learningJosé Fabian Aguilar Corderojfaguilar@itcr.ac.cr Universidad Nacional de Educación a Distancia, EspañaDOI: http://dx.doi.org/10.22458/caes.v14i1.5004Volumen 14, Número 230 de noviembre de 2023pp. 364-390Recibido:28 de setiembre de 2023Aprobado: 20 de octubre de 2023Resumen Siendo que algunos procesos de autoevaluación de programas universitarios consideran como criterio el desarrollo de la habilidad de trabajo en equipo (HTE), es relevante conocer la percepción de estudiantes sobre acciones docentes para promover esta habilidad. Es así como se considera que la HTE se puede desarrollar con actividades de aprendizaje que promuevan procesos de regulación socialmente compartida del aprendizaje (RSCA) y la metacognición socialmente compartida (MSC) en el contexto universitario. A partir de esta consideración, se implementan guiones basados en eventos metacognitivos relacionados con la MSC para promover la RSCA y se explora la percepción de estudiantes universitarios sobre su utilización. Los resultados obtenidos muestran un porcentaje alto en la valoración positiva de la utilidad de los andamios para desarrollar la RSCA. Palabras claveAutoevaluación, educación superior, guiones colaborativos, regulación socialmente compartida del aprendizaje, metacognición socialmente compartida, percepción estudiantilAbstractConsidering that some university program self-assessment processes incorporate the development of teamwork skills (TWS) as a criterion, it becomes essential to gauge students' perceptions regarding pedagogical efforts aimed at nurturing this capability. This study posits that TWS can be cultivated through learning activities fostering socially shared regulation of learning (SSRL) and socially shared metacognitive (SSM) processes within the university milieu. Building upon this premise, SSM-based scripts were introduced to promote SSRL, and the perceptions of university students regarding their implementation were explored. The findings indicate a significantly positive assessment of the utility of scaffolding methods in advancing SSRL, emphasizing the potential of such strategies in enhancing teamwork skills within higher education.KeywordsSelf-assessment, higher education, collaborative scripts, socially shared regulation of learning, metacognition, student perceptions.Introducción Las universidades implementan procesos de autoevaluación para acreditar sus programas universitarios de grado, siendo que en estos procesos los criterios de evaluación utilizados varían según las agencias de acreditación. A pesar de esta variación, algunos criterios de evaluación son comunes entre ellos, como es el caso del desarrollo de habilidad de trabajo en equipo (HTE). Cabe resaltar que el interés por buscar esta habilidad también es constante en los procesos de selección y reclutamiento para la contratación de talento humano que realizan los sectores laborales a nivel internacional y nacional ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"28qDTeM5","properties":{"formattedCitation":"(Bryant, 2013; Dur\\uc0\\u225{}n, 2023; Fern\\uc0\\u225{}ndez, 2015)","plainCitation":"(Bryant, 2013; Durán, 2023; Fernández, 2015)","noteIndex":0},"citationItems":[{"id":257,"uris":["http://zotero.org/users/561517/items/QI77W8PX"],"itemData":{"id":257,"type":"book","title":"In Head-Hunting, Big Data May Not Be Such a Big Deal","URL":"http://www.nytimes.com/2013/06/20/business/in-head-hunting-big-data-may-not-be-such-a-big-deal.html?pagewanted=1&_r=1&smid=tw-nytimesbusiness&partner=socialflow","author":[{"family":"Bryant","given":"Adam"}],"issued":{"date-parts":[["2013"]]}}},{"id":1247,"uris":["http://zotero.org/users/561517/items/XP7T9SGI"],"itemData":{"id":1247,"type":"article-newspaper","container-title":"La Nación","event-place":"Costa Rica","language":"Español","page":"20-21","publisher-place":"Costa Rica","section":"Economía","title":"70% de empleadores con dificultad para hallar personal calificado","author":[{"family":"Durán","given":"Alejandro"}],"issued":{"date-parts":[["2023",10,7]]}}},{"id":384,"uris":["http://zotero.org/users/561517/items/5EZP8TTR"],"itemData":{"id":384,"type":"book","title":"Empresas multinacionales arrastran faltante de profesionales calificados","URL":"http://www.elfinancierocr.com/negocios/ntel_Costa_Rica-Western_Union-Establishment_Labs-empleo-carreras_demandadas_0_863913624.html","author":[{"family":"Fernández","given":"Evelyn"}],"issued":{"date-parts":[["2015",12,13]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Bryant, 2013; Durán, 2023; Fernández, 2015). A pesar de la integración de la HTE como un criterio en los procesos de autoevaluación y de selección, se presta poca atención, desde los procesos educativos desarrollados en las aulas universitarias, de cómo apoyar a los estudiantes en el desarrollo de las habilidades y procesos cognitivos implicados ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"EDV4GHgO","properties":{"formattedCitation":"(Gress et\\uc0\\u160{}al., 2010)","plainCitation":"(Gress et al., 2010)","noteIndex":0},"citationItems":[{"id":591,"uris":["http://zotero.org/users/561517/items/MUUANGJY"],"itemData":{"id":591,"type":"article-journal","abstract":"The overall goal of CSCL research is to design software tools and collaborative environments that facilitate social knowledge construction via a valuable assortment of methodologies, theoretical and operational definitions, and multiple structures [Hadwin, A. F., Gress, C. L. Z., & Page, J. (2006). Toward standards for reporting research: a review of the literature on computer-supported collaborative learning. In Paper presented at the 6th IEEE International Conference on Advanced Learning Technologies, Kerkrade, Netherlands; Lehtinen, E. (2003). Computer-supported collaborative learning: an approach to powerful learning environments. In E. De Corte, L. Verschaffel, N. Entwistle & J. Van Merriëboer (Eds.), Unravelling basic components and dimensions of powerful learning environments (pp. 35–53). Amsterdam, Netherlands: Elsevier]. Various CSCL tools attempt to support constructs associated with effective collaboration, such as awareness tools to support positive social interaction [Carroll, J. M., Neale, D. C., Isenhour, P. L., Rosson, M. B., & McCrickard, D. S. (2003). Notification and awareness: Synchronizing task-oriented collaborative activity. International Journal of Human–Computer Studies 58, 605] and negotiation tools to support group social skills and discussions [Beers, P. J., Boshuizen, H. P. A. E., Kirschner, P. A., & Gijselaers, W. H. (2005). Computer support for knowledge construction in collaborative learning environments. Computers in Human Behavior 21, 623–643], yet few studies developed or used pre-existing measures to evaluate these tools in relation to the above constructs. This paper describes a review of the measures used in CSCL to answer three fundamental questions: (a) What measures are utilized in CSCL research? (b) Do measures examine the effectiveness of attempts to facilitate, support, and sustain CSCL? And (c) When are the measures administered? Our review has six key findings: there is a plethora of self-report yet a paucity of baseline information above collaboration and collaborative activities, findings in the field are dominated by ‘after collaboration’ measurement, there is little replication and an over reliance on text-based measures, and an insufficient collection of tools and measures for examining processes involved in CSCL.","container-title":"Computers in Human Behavior","DOI":"https://doi.org/10.1016/j.chb.2007.05.012","issue":"5","page":"806-814","title":"Measurement and assessment in computer-supported collaborative learning","volume":"26","author":[{"family":"Gress","given":"Carmen L. Z."},{"family":"Fior","given":"Meghann"},{"family":"Hadwin","given":"Allyson"},{"family":"Winne","given":"Philip H."}],"issued":{"date-parts":[["2010"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Gress et al., 2010), limitándose a dar una instrucción global del tipo “hagan esto en grupos”, o bien algunos docentes parten de la suposición de que el estudiantado espontáneamente desarrollara esta habilidad. Una alternativa para promover estos procesos y habilidades es, por un lado, considerarlos dentro del marco de la regulación de los aprendizajes y, por otro lado, considerar que la regulación del aprendizaje es susceptible a ser apoyada con andamios o apoyos educativos. Es así como se ideó implementar andamios basados en eventos metacognitivos relacionados con la metacognición socialmente compartida (MSC) para promover la regulación socialmente compartida del aprendizaje (RSCA). Para este trabajo, se entiende la regulación del aprendizaje como la habilidad que involucra planificar, controlar y reflexionar sobre las propias acciones ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"xkpB88eX","properties":{"formattedCitation":"(Hadwin et\\uc0\\u160{}al., 2011)","plainCitation":"(Hadwin et al., 2011)","noteIndex":0},"citationItems":[{"id":698,"uris":["http://zotero.org/users/561517/items/NNSXSEXE"],"itemData":{"id":698,"type":"chapter","container-title":"Handbook of Self-Regulation of Learning and Performance","event-place":"New York, United States","page":"65-84","publisher":"Routledge","publisher-place":"New York, United States","title":"Self-regulated, co-regulated, and socially shared regulation of learning","author":[{"family":"Hadwin","given":"Allyson"},{"family":"Järvelä","given":"Sanna"},{"family":"Miller","given":"Mariel"}],"editor":[{"family":"Zimmerman","given":"Barry"},{"family":"Schunk","given":"Dale"}],"issued":{"date-parts":[["2011"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} . Asimismo, se comprende el aprendizaje grupal desde la caracterización de cómo los miembros del grupo regulan su proceso de aprendizaje, compartiendo dicha regulación entre ellos, es decir, la RSCA, particularmente las tareas metacognitivas involucradas en el aprendizaje en grupo ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"PhDVm7Km","properties":{"formattedCitation":"(Winne et\\uc0\\u160{}al., 2013)","plainCitation":"(Winne et al., 2013)","noteIndex":0},"citationItems":[{"id":595,"uris":["http://zotero.org/users/561517/items/48DR6WK8"],"itemData":{"id":595,"type":"chapter","container-title":"The International Handbook of Collaborative Learning","event-place":"Reino Unido","page":"445-460","publisher":"Routledge","publisher-place":"Reino Unido","title":"Metacognition and computer-supported collaborative learning","author":[{"family":"Winne","given":"Philip"},{"family":"Hadwin","given":"Allyson"},{"family":"Perry","given":"Nancy"}],"editor":[{"family":"Hmelo-Silver","given":"Cindy E."},{"family":"Chinn","given":"Clark A."},{"family":"Chan","given":"Carol"},{"family":"O'Donnell","given":"Angela M."}],"issued":{"date-parts":[["2013"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Winne et al., 2013). La RSCA es el proceso donde integrantes de un grupo de estudiantes colectivamente regulan sus actuaciones y actividades durante una actividad de aprendizaje, de manera similar a cómo las personas autorregulan su aprendizaje ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"viBVPvEb","properties":{"formattedCitation":"(Hadwin et\\uc0\\u160{}al., 2011)","plainCitation":"(Hadwin et al., 2011)","noteIndex":0},"citationItems":[{"id":698,"uris":["http://zotero.org/users/561517/items/NNSXSEXE"],"itemData":{"id":698,"type":"chapter","container-title":"Handbook of Self-Regulation of Learning and Performance","event-place":"New York, United States","page":"65-84","publisher":"Routledge","publisher-place":"New York, United States","title":"Self-regulated, co-regulated, and socially shared regulation of learning","author":[{"family":"Hadwin","given":"Allyson"},{"family":"Järvelä","given":"Sanna"},{"family":"Miller","given":"Mariel"}],"editor":[{"family":"Zimmerman","given":"Barry"},{"family":"Schunk","given":"Dale"}],"issued":{"date-parts":[["2011"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Hadwin et al., 2011). Es así que la RSCA se considera como una característica de grupos de estudiantes exitosos en las tareas de aprendizaje ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"SgWYDNde","properties":{"formattedCitation":"(Castellanos y Onrubia, 2016)","plainCitation":"(Castellanos y Onrubia, 2016)","noteIndex":0},"citationItems":[{"id":573,"uris":["http://zotero.org/users/561517/items/G7VBDEUD"],"itemData":{"id":573,"type":"article-journal","container-title":"Revista Iberoamericana de Educación a Distancia","DOI":"https://doi.org/10.35362/rie70171","issue":"1","page":"29-46","title":"La importancia de los procesos de regulación compartida en CSCL; rasgos teóricos y empíricos para su estudio","volume":"70","author":[{"family":"Castellanos","given":"Juan"},{"family":"Onrubia","given":"Javier"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Castellanos y Onrubia, 2016). De esta manera es que el estudiantado organizado en grupos lleva a cabo la toma de decisiones y de forma intencional ejecuta acciones sobre trabajos grupales, gracias a la regulación metacognitiva de sus procesos cognitivos, la motivación y la participación dentro del equipo ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"oRa7cxBW","properties":{"formattedCitation":"(Kempler-Rogat y Linnenbrink-Garcia, 2011)","plainCitation":"(Kempler-Rogat y Linnenbrink-Garcia, 2011)","noteIndex":0},"citationItems":[{"id":570,"uris":["http://zotero.org/users/561517/items/236GR2MN"],"itemData":{"id":570,"type":"article-journal","abstract":"This study extends prior research on both individual self-regulation and socially shared regulation during group learning to examine the range and quality of the cognitive and behavioral social regulatory sub-processes employed by six small collaborative groups of upper-elementary students (n = 24). Qualitative analyses were conducted based on videotaped observations of groups across a series of three mathematics tasks. Variation in the quality of social regulation as a function of group processes (positive and negative socioemotional interactions, collaborative and non-collaborative interactions) was also considered. Findings suggested that the synergy among the social regulatory processes of planning, monitoring, and behavioral engagement was important for differentiating quality variation between groups. Positive socioemotional interactions and collaboration also appeared to facilitate higher quality social regulation. Implications for comprehensively supporting high quality social regulation, alongside positive socioemotional interactions and collaboration, in small group contexts are discussed. (Contains 4 tables and 7 footnotes.)","container-title":"Cognition and Instruction","DOI":"https://doi.org/10.1080/07370008.2011.607930","issue":"4","page":"375-415","title":"Socially Shared Regulation in Collaborative Groups: An Analysis of the Interplay between Quality of Social Regulation and Group Processes","volume":"29","author":[{"family":"Kempler-Rogat","given":"Toni"},{"family":"Linnenbrink-Garcia","given":"Lisa"}],"issued":{"date-parts":[["2011"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Kempler-Rogat y Linnenbrink-Garcia, 2011).ADDIN RW.CITE{{219 Rogat,ToniKempler 2011; 213 Castellanos,JuanCarlos 2016; 216 Volet,Simone 2009}} La RSCA emerge cuando las personas integrantes de un grupo negocian percepciones de tareas compartidas, metas, planes y estrategias (Castellanos y Onrubia, 2016). Ahora bien, Hadwin et al. (2011) delimita la RSCA como un proceso regulatorio donde se presentan cuatro secuencias recursivas relacionadas: Primera, el estudiantado negocia y construyen percepciones compartidas de la tarea que van a realizar a partir de representaciones externas e internas de esta. Segunda, el estudiantado define metas compartidas que orientan el desarrollo de la tarea y elabora planes para dirigir el proceso de realización conjunta de la tarea. Tercera, el estudiantado efectúa la coordinación del proceso de colaboración estratégica y del seguimiento o monitoreo. Cuarta, como resultado del monitoreo, el grupo de estudiantes evalúa su proceso de avance. Los resultados de esta valoración pueden permitirle cambiar su percepción del trabajo grupal, las metas definidas, así como sus planes o estrategias, con el fin de obtener mejores resultados. En el caso de la metacognición socialmente compartida se refiere a “regulación de procesos cognitivos conjuntos en situaciones de aprendizaje colaborativo demandantes” ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"qtrrNxHw","properties":{"formattedCitation":"(Volet et\\uc0\\u160{}al., 2013, p. 69)","plainCitation":"(Volet et al., 2013, p. 69)","noteIndex":0},"citationItems":[{"id":60,"uris":["http://zotero.org/users/561517/items/3SFDSYBF"],"itemData":{"id":60,"type":"chapter","collection-title":"Interpersonal regulation of learning and motivation. Methodological advances","event-place":"Estados Unidos y Canadá","page":"65-101","publisher":"Routledge","publisher-place":"Estados Unidos y Canadá","title":"Metacognitive regulation in collaborative learning. Conceptual developments and methodological contextualizations","author":[{"family":"Volet","given":"Simone"},{"family":"Vauras","given":"Marja"},{"family":"Khosa","given":"Deep"},{"family":"Iiskala","given":"T"}],"editor":[{"family":"Volet","given":"Simone"},{"family":"Vauras","given":"Marja"}],"issued":{"date-parts":[["2013"]]}},"locator":"69","label":"page"}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Volet et al., 2013, p. 69). Quienes lo proponen ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"wenl6fHL","properties":{"formattedCitation":"(Iiskala et\\uc0\\u160{}al., 2004)","plainCitation":"(Iiskala et al., 2004)","noteIndex":0},"citationItems":[{"id":58,"uris":["http://zotero.org/users/561517/items/S73T7RWH"],"itemData":{"id":58,"type":"article-journal","container-title":"Hellenic Journal of Psychology","issue":"2","page":"147-178","title":"Socially-shared metacognition in peer learning?","volume":"1","author":[{"family":"Iiskala","given":"T"},{"family":"Vauras","given":"M."},{"family":"Lehtinen","given":"E."}],"issued":{"date-parts":[["2004"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Iiskala et al., 2004) establecen que, en situaciones de aprendizaje grupal, los integrantes de un grupo comparten de forma interdependiente las actividades de regulación, siendo que estas implican su involucramiento simétrico, compartir objetivos y una baja división de las tareas. La metacognición socialmente compartida (MSC) se define como la regulación conjunta, en episodios donde el esfuerzo grupal se centra en regular, conjuntamente y de forma consensuada, los procesos cognitivos hacia la misma meta. Esta incluye la regulación conjunta del contenido y la finalización de la tarea ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"OHemJmMc","properties":{"formattedCitation":"(Iiskala et\\uc0\\u160{}al., 2015; Volet et\\uc0\\u160{}al., 2013)","plainCitation":"(Iiskala et al., 2015; Volet et al., 2013)","noteIndex":0},"citationItems":[{"id":61,"uris":["http://zotero.org/users/561517/items/9K6YXCXW"],"itemData":{"id":61,"type":"article-journal","container-title":"Frontline Learning Research","DOI":"//dx.doi.org/10.14786/flr.v3i1.159","issue":"1","page":"78-111","title":"Socially Shared Metacognitive Regulation in Asynchronous CSCL in Science: Functions, Evolution and Participation","volume":"3","author":[{"family":"Iiskala","given":"T"},{"family":"Volet","given":"Simone"},{"family":"Lehtinen","given":"Erno"},{"family":"Vauras","given":"Marja"}],"issued":{"date-parts":[["2015"]]}}},{"id":60,"uris":["http://zotero.org/users/561517/items/3SFDSYBF"],"itemData":{"id":60,"type":"chapter","collection-title":"Interpersonal regulation of learning and motivation. Methodological advances","event-place":"Estados Unidos y Canadá","page":"65-101","publisher":"Routledge","publisher-place":"Estados Unidos y Canadá","title":"Metacognitive regulation in collaborative learning. Conceptual developments and methodological contextualizations","author":[{"family":"Volet","given":"Simone"},{"family":"Vauras","given":"Marja"},{"family":"Khosa","given":"Deep"},{"family":"Iiskala","given":"T"}],"editor":[{"family":"Volet","given":"Simone"},{"family":"Vauras","given":"Marja"}],"issued":{"date-parts":[["2013"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Iiskala et al., 2015; Volet et al., 2013). Para definir lo que es metacognitivamente regulado entre los miembros de un grupo de estudiantes durante tareas colaborativas, se consideran tres preguntas: ¿Qué se monitorea? ¿Cómo se determinan las metas / estándares para el monitoreo? Y ¿qué es metacognitivamente controlado o regulado? ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"YE6r7bJK","properties":{"formattedCitation":"(Winne et\\uc0\\u160{}al., 2013)","plainCitation":"(Winne et al., 2013)","noteIndex":0},"citationItems":[{"id":595,"uris":["http://zotero.org/users/561517/items/48DR6WK8"],"itemData":{"id":595,"type":"chapter","container-title":"The International Handbook of Collaborative Learning","event-place":"Reino Unido","page":"445-460","publisher":"Routledge","publisher-place":"Reino Unido","title":"Metacognition and computer-supported collaborative learning","author":[{"family":"Winne","given":"Philip"},{"family":"Hadwin","given":"Allyson"},{"family":"Perry","given":"Nancy"}],"editor":[{"family":"Hmelo-Silver","given":"Cindy E."},{"family":"Chinn","given":"Clark A."},{"family":"Chan","given":"Carol"},{"family":"O'Donnell","given":"Angela M."}],"issued":{"date-parts":[["2013"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Winne et al., 2013). La respuesta a estas interrogantes brinda un marco de referencia para la comprensión de la metacognición en la RSCA en tareas grupales, tal como puede apreciarse en la REF _Ref503559989 \h \* MERGEFORMAT Tabla 1. Tabla SEQ Tabla \* ARABIC 1. Procesos metacognitivos en la regulación socialmente compartida del aprendizaje (RSCA) en una tarea grupalEventos metacognitivosQué implica la RSCA en tareas colaborativas¿Qué es monitoreado metacognitivamente?Conocimiento de la tareaAutoconocimientoMetas y planesConocimiento estratégicoUso de estrategiasPercepciones comunes y negociadas sobre la tarea.Conocimiento sobre las fortalezas y debilidades colectivas para desarrollar la tarea.Metas y estándares conjuntamente negociados para la tarea.Alineación entre las metas colectivas y las individuales.Selección de las estrategias que guían el proceso colaborativo.Formas en que las acciones de cada integrante influyen en el avance y la eficacia del grupo.¿Cómo se determinan los estándares para el monitoreo metacognitivo?Negociación de los estándares o criterios grupales para alinear los estándares individuales para el monitoreo del progreso del grupo.¿Qué es metacognitivamente controlado o regulado?Conocimiento de la tareaAutoconocimientoMetas y planesConocimiento estratégicoUso de estrategiasNegociación de las percepciones de la tarea colaborativa.Conocimiento de las fortalezas y debilidades de este grupo con respecto a esta tarea.Metas compartidas.Alineación de las percepciones y las metas individuales.El progreso del equipo y las estrategias para tener éxito con la tarea.Conocimiento sobre las estrategias que usan y su efectividad.Percepciones y evaluaciones del progreso colectivo hacia las metas / estándares negociados para la tarea.Calibración del monitoreo colectivo.Fuente: adaptado de Winne et al. ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"5vj8TLC3","properties":{"formattedCitation":"(2013)","plainCitation":"(2013)","noteIndex":0},"citationItems":[{"id":595,"uris":["http://zotero.org/users/561517/items/48DR6WK8"],"itemData":{"id":595,"type":"chapter","container-title":"The International Handbook of Collaborative Learning","event-place":"Reino Unido","page":"445-460","publisher":"Routledge","publisher-place":"Reino Unido","title":"Metacognition and computer-supported collaborative learning","author":[{"family":"Winne","given":"Philip"},{"family":"Hadwin","given":"Allyson"},{"family":"Perry","given":"Nancy"}],"editor":[{"family":"Hmelo-Silver","given":"Cindy E."},{"family":"Chinn","given":"Clark A."},{"family":"Chan","given":"Carol"},{"family":"O'Donnell","given":"Angela M."}],"issued":{"date-parts":[["2013"]]}},"label":"page","suppress-author":true}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (2013). Ahora bien, al considerar que los procesos de regulación del aprendizaje son susceptibles a andamiaje, es posible el diseño de andamios para promover este tipo de regulación durante el desarrollo de tareas grupales. En el ámbito educativo el concepto de andamio se puede definir como:Cualquier tipo de apoyo que se brinda para ayudar al estudiantado a participar en una tarea, el cual se reduce con el tiempo a medida que se desarrollan las habilidades o el conocimiento ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"5Wb1WVC9","properties":{"formattedCitation":"(Hill, 2012)","plainCitation":"(Hill, 2012)","noteIndex":0},"citationItems":[{"id":701,"uris":["http://zotero.org/users/561517/items/F2KCZGJF"],"itemData":{"id":701,"type":"chapter","collection-title":"Encyclopedia of the sciences of learning","container-title":"Encyclopedia of the sciences of learning","event-place":"Estados Unidos de América","page":"2850-2852","publisher":"Springer","publisher-place":"Estados Unidos de América","title":"Resource-Based Learning","author":[{"family":"Hill","given":"J."}],"editor":[{"family":"Seel","given":"Norbert"}],"issued":{"date-parts":[["2012"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Hill, 2012).Apoyo proporcionado para que ocurra el aprendizaje y para permitir que el estudiantado se convierta en personas independientes o autorregulados ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"U76pLNvV","properties":{"formattedCitation":"(Woolfolk, 2007, citados por \\uc0\\u350{}endurur y Yildirim, 2019)","plainCitation":"(Woolfolk, 2007, citados por Şendurur y Yildirim, 2019)","noteIndex":0},"citationItems":[{"id":567,"uris":["http://zotero.org/users/561517/items/2WZH4DWS"],"itemData":{"id":567,"type":"article-journal","container-title":"Journal of Educational Technology Systems","DOI":"https://doi.org/10.1177/0047239518803291","issue":"3","page":"433–455","title":"Web-Based Metacognitive Scaffolding for Internet Search","volume":"47","author":[{"family":"Şendurur","given":"Emine"},{"family":"Yildirim","given":"Zahide"}],"issued":{"date-parts":[["2019"]]}},"label":"page","prefix":"Woolfolk, 2007, citados por "}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Woolfolk, 2007, citado por Şendurur y Yildirim, 2019). A partir de lo anterior, los andamios se caracterizan como guías implementadas por los docentes para apoyar al estudiantado en el desarrollo de una tarea. Hill y Hannafin ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"iL7mc6qz","properties":{"formattedCitation":"(2001)","plainCitation":"(2001)","noteIndex":0},"citationItems":[{"id":700,"uris":["http://zotero.org/users/561517/items/ZBZGVX57"],"itemData":{"id":700,"type":"article-journal","abstract":"The digital age has not simply changed the nature of resources and information; it has transformed several basic social and economic enterprises. Contemporary society—the settings where we live, work, and learn—has likewise changed dramatically. Both the amount of information and access to it have grown exponentially; a significant potential for using varied resources in numerous ways for instruction and learning has emerged. However, several issues related to the educational uses of varied resources (e.g., people, place, things, ideas) must be addressed if we are successfully to implement resource-based learning environments. In this paper, we trace the changing nature of resources and perspectives in their use for learning in the digital age, describe the overarching structures of resource-based learning environments, and identify key challenges to be addressed.","container-title":"Educational Technology Research and Development","DOI":"10.1007/BF02504914","ISSN":"1556-6501","issue":"3","language":"en","page":"37-52","title":"Teaching and learning in digital environments: The resurgence of resource-based learning","title-short":"Teaching and learning in digital environments","volume":"49","author":[{"family":"Hill","given":"J."},{"family":"Hannafin","given":"Michael J."}],"issued":{"date-parts":[["2001"]]}},"label":"page","suppress-author":true}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (2001) señalan que los andamios de tipo metacognitivos pretenden ayudar al estudiantado a evaluar lo que saben y qué hacer durante su proceso de aprendizaje, por lo que pueden involucrarse en procesos más complejos como el pensamiento crítico y la reflexión. Un tipo de andamio son los guiones colaborativos que apoyan el aprendizaje a través de la manipulación directa de los procesos de colaboración, en lugar de ofrecer soporte específico para el contenido ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"mT0h0PNX","properties":{"formattedCitation":"(Kim y Lim, 2017)","plainCitation":"(Kim y Lim, 2017)","noteIndex":0},"citationItems":[{"id":742,"uris":["http://zotero.org/users/561517/items/2RWLH2R7"],"itemData":{"id":742,"type":"article-journal","container-title":"Teaching in Higher Education","DOI":"10.1080/13562517.2017.1379484","ISSN":"1356-2517","issue":"2","language":"en","page":"194-211","title":"Promoting Socially Shared Metacognitive Regulation in Collaborative Project-Based Learning: A Framework for the Design of Structured Guidance","volume":"23","author":[{"family":"Kim","given":"Dongho"},{"family":"Lim","given":"Cheolil"}],"issued":{"date-parts":[["2017"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Kim y Lim, 2017). Se construyen sobre la base de un grupo de indicaciones que tienen la finalidad de guiar y apoyar a dos o más estudiantes para que interactúen y desarrollen ciertas acciones durante el aprendizaje grupal, de manera que todos los integrantes del grupo se beneficien de la interacción. Su objetivo es mejorar el aprendizaje de los miembros del grupo, comprometiéndolos en actividades cognitivas y sociales, así como en roles, relacionados con el conocimiento individual y la adquisición de habilidades. El objetivo de este trabajo es conocer la percepción del estudiantado sobre la implementación de los guiones para promover la RSCA en diversos cursos de carreras universitarias. Con la intención de cumplir el objetivo propuesto se desarrolla un estudio cuantitativo, no experimental, descriptivo, donde la población son estudiantes de varios cursos universitarios. Se desarrolla en cinco etapas: diseño de los guiones para cada una de las fases de la RSCA, la validación de contenido de los guiones por medio de jueces, la elaboración de una escala tipo Likert para conocer la percepción del estudiantado sobre la utilidad de los guiones, la implementación de los guiones con grupos de estudiantes universitarios, la aplicación de la escala y, finalmente, el análisis de los resultados. Para seleccionar a las personas participantes, se parte del estudiantado matriculado en cursos de carreras de grado de ingeniería del Instituto Tecnológico de Costa Rica durante el segundo semestre del 2020. De un total de 238 estudiantes matriculados en los grupos de los cursos a cargo de los docentes que aceptaron formar parte del estudio, 204 expresaron su interés de participar voluntariamente por medio de un consentimiento informado. Para el diseño de los guiones, se operacionalizan las cuatro secuencias de la RSCA a partir de propuestas teóricas existentes, las tareas metacognitivas relacionadas a la RSCA y se complementó con descripciones más detalladas de tareas relacionadas a procesos regulatorios. Como resultado se obtuvo una matriz que permitió la redacción de los andamios que contienen los guiones (ver ejemplo en la REF _Ref84167532 \h \* MERGEFORMAT Tabla 2).Tabla SEQ Tabla \* ARABIC 2. Ejemplo de operacionalización de la secuencia de "análisis de la tarea"Secuencia de la RSCATareas metacognitivasProcesos regulatoriosAndamios elaboradosPrimera El grupo negocia y construye percepciones compartidas de la tarea basadas en representaciones externas e internas de la tarea propuesta por la o el docente. Analizan lo que conocen de la tarea actual: expresando sus percepciones comunes y negocian las que no lo son a partir de las indicaciones recibidas y de su comprensión personal.Analizar la tareaComprenden la tarea a realizar y se aseguran de que cada integrante de los equipos tiene una percepción similar de esta. Discuten las percepciones individuales que tienen sobre la tarea a realizar, para lograr una percepción compartida por todos los integrantes.Fuente: construido a partir de los aportes de Hadwin et al. (2011), Malmberg et al. ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"3DoTkqVn","properties":{"formattedCitation":"(2015)","plainCitation":"(2015)","noteIndex":0},"citationItems":[{"id":589,"uris":["http://zotero.org/users/561517/items/AD6CCSDN"],"itemData":{"id":589,"type":"article-journal","container-title":"Computers in Human Behavior","DOI":"https://doi.org/10.1016/j.chb.2015.03.082","title":"Promoting socially shared regulation of learning in CSCL: Progress of socially shared regulation among high- and low-performing groups","volume":"52","author":[{"family":"Malmberg","given":"Jonna"},{"family":"Järvelä","given":"Sanna"},{"family":"Järvenoja","given":"Hanna"},{"family":"Panadero","given":"Ernesto"}],"issued":{"date-parts":[["2015"]]}},"label":"page","suppress-author":true}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (2015), Winne et al. ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"pN3M7q1L","properties":{"formattedCitation":"(2013)","plainCitation":"(2013)","noteIndex":0},"citationItems":[{"id":595,"uris":["http://zotero.org/users/561517/items/48DR6WK8"],"itemData":{"id":595,"type":"chapter","container-title":"The International Handbook of Collaborative Learning","event-place":"Reino Unido","page":"445-460","publisher":"Routledge","publisher-place":"Reino Unido","title":"Metacognition and computer-supported collaborative learning","author":[{"family":"Winne","given":"Philip"},{"family":"Hadwin","given":"Allyson"},{"family":"Perry","given":"Nancy"}],"editor":[{"family":"Hmelo-Silver","given":"Cindy E."},{"family":"Chinn","given":"Clark A."},{"family":"Chan","given":"Carol"},{"family":"O'Donnell","given":"Angela M."}],"issued":{"date-parts":[["2013"]]}},"label":"page","suppress-author":true}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (2013), Latham y Locke ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"OIOzN4H8","properties":{"formattedCitation":"(1991)","plainCitation":"(1991)","noteIndex":0},"citationItems":[{"id":25,"uris":["http://zotero.org/users/561517/items/JIBV83SQ"],"itemData":{"id":25,"type":"article-journal","abstract":"The extant literature on goal setting through 1990 has been reviewed and integrated by Locke and Latham (1990a). The result was the development of a theory of goal setting with special emphasis on its practical implications for the motivation of employees in organizational settings. The purpose of the present paper is twofold. First, the theory is summarized and updated with respect to research completed since publication of the 1990 book. Second, the self-regulatory effects of goal setting are described. Emphasis is given to ways that people can use goals as a self-management technique.","collection-title":"Theories of Cognitive Self-Regulation","container-title":"Organizational Behavior and Human Decision Processes","DOI":"10.1016/0749-5978(91)90021-K","ISSN":"0749-5978","issue":"2","journalAbbreviation":"Organizational Behavior and Human Decision Processes","page":"212-247","title":"Self-regulation through goal setting","volume":"50","author":[{"family":"Latham","given":"Gary P"},{"family":"Locke","given":"Edwin A"}],"issued":{"date-parts":[["1991",12,1]]}},"label":"page","suppress-author":true}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (1991), Locke y Latham ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"gRCNyPVY","properties":{"formattedCitation":"(2013)","plainCitation":"(2013)","noteIndex":0},"citationItems":[{"id":18,"uris":["http://zotero.org/users/561517/items/K2GEV533"],"itemData":{"id":18,"type":"chapter","container-title":"New developments in goal setting and task performance","event-place":"Nueva York","page":"3-15","publisher":"Routledge","publisher-place":"Nueva York","title":"Goal Setting Theory, 1990","author":[{"family":"Locke","given":"Edwin A"},{"family":"Latham","given":"Gary P"}],"editor":[{"family":"Locke","given":"Edwin A."},{"family":"Latham","given":"Gary P"}],"issued":{"date-parts":[["2013"]]}},"label":"page","suppress-author":true}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (2013), Weinstein et al. ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"smfzVXwY","properties":{"formattedCitation":"(2011)","plainCitation":"(2011)","noteIndex":0},"citationItems":[{"id":10,"uris":["http://zotero.org/users/561517/items/JRGID6AE"],"itemData":{"id":10,"type":"article-journal","container-title":"New Directions for Teaching and Learning","DOI":"10.1002/tl.443","ISSN":"1536-0768","issue":"126","language":"en","page":"45-53","title":"Self‐regulation and learning strategies","volume":"2011","author":[{"family":"Weinstein","given":"C."},{"family":"Acee","given":"Taylor"},{"family":"Jung","given":"Jae Hak"}],"issued":{"date-parts":[["2011",6,1]]}},"label":"page","suppress-author":true}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (2011), Zimmerman ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"h3FvVnRO","properties":{"formattedCitation":"(1989)","plainCitation":"(1989)","noteIndex":0},"citationItems":[{"id":566,"uris":["http://zotero.org/users/561517/items/MY63KF78"],"itemData":{"id":566,"type":"article-journal","abstract":"The social cognitive conception of self-regulated learning presented here involves a triadic analysis of component processes and an assumption of reciprocal causality among personal, behavioral, and environmental triadic influences. Central roles for academic self-efficacy beliefs and three self-regulatory processes (self-observation, self-judgment, and self-reaction) are also posited. (TJH)","container-title":"Journal of educational psychology","DOI":"https://doi.org/10.1037/0022-0663.81.3.329","issue":"3","page":"329-339","title":"A Social Cognitive View of Self-Regulated Academic Learning","volume":"81","author":[{"family":"Zimmerman","given":"Barry"}],"issued":{"date-parts":[["1989"]]}},"label":"page","suppress-author":true}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (1989), Zimmerman y Martínez-Pons ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"QuCi2RcV","properties":{"formattedCitation":"(1986)","plainCitation":"(1986)","noteIndex":0},"citationItems":[{"id":565,"uris":["http://zotero.org/users/561517/items/2ZXJDI4K"],"itemData":{"id":565,"type":"article-journal","container-title":"American Educational Research Journal","DOI":"https://doi.org/10.3102/00028312023004614","issue":"4","page":"614-628","title":"Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies","volume":"23","author":[{"family":"Zimmerman","given":"Barry"},{"family":"Martínez-Pons","given":"Manuel"}],"issued":{"date-parts":[["1986"]]}},"label":"page","suppress-author":true}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (1986). Para la validación de contenido de los guiones por medio de jueces, se utiliza el procedimiento propuesto por Escobar-Pérez y Cuervo-Martínez ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"pLkmYxzr","properties":{"formattedCitation":"(2008)","plainCitation":"(2008)","noteIndex":0},"citationItems":[{"id":572,"uris":["http://zotero.org/users/561517/items/W3I4FPG3"],"itemData":{"id":572,"type":"article-journal","container-title":"Avances en Medición","DOI":"https://doi.org/10.32870/ap.v9n2.993","issue":"2","page":"42-53","title":"Validez de contenido y juicio de expertos: una aproximación a su utilización","volume":"6","author":[{"family":"Escobar-Pérez","given":"Jazmín"},{"family":"Cuervo-Martínez","given":"Ángela"}],"issued":{"date-parts":[["2008"]]}},"label":"page","suppress-author":true}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (2008). Se contó con la participación de cinco expertas: dos diseñadoras curriculares, una evaluadora educativa, una experta en tecnología educativa y una experta en psicología cognitiva. Para el análisis de los puntajes asignados, se emplea la variante multievaluador del coeficiente de Kappa de Randolph ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"s5vJubjQ","properties":{"formattedCitation":"(2005)","plainCitation":"(2005)","noteIndex":0},"citationItems":[{"id":663,"uris":["http://zotero.org/users/561517/items/7LTQRG39"],"itemData":{"id":663,"type":"book","abstract":"Fleiss' popular multirater kappa is known to be influenced by prevalence and bias, which can lead to the paradox of high agreement but low kappa. It also assumes that raters are restricted in how they can distribute cases across categories, which is not a typical feature of many agreement studies. In this article, a free-marginal, multirater alternative to Fleiss' multirater kappa is introduced. Free-marginal Multirater Kappa (multirater K[free]), like its birater free-marginal counterparts (PABAK, S, RE, and K[m],) is not influenced by kappa and is appropriate for the typical agreement study, in which raters' distributions of cases into categories are not restricted. Recommendations for the proper use of multirater K[free] are included. (Contains 5 equations, 3 tables, and 3 figures.)","language":"en","source":"ERIC","title":"Free-Marginal Multirater Kappa (multirater K[free]): An Alternative to Fleiss' Fixed-Marginal Multirater Kappa","title-short":"Free-Marginal Multirater Kappa (multirater K[free])","URL":"https://eric.ed.gov/?id=ED490661","author":[{"family":"Randolph","given":"Justus"}],"accessed":{"date-parts":[["2019",8,8]]},"issued":{"date-parts":[["2005",10,14]]}},"label":"page","suppress-author":true}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (2005). En la REF _Ref64578993 \h \* MERGEFORMAT Tabla 3 se muestran los resultados para cada uno de los guiones de las secuencias de la RSCA, que de acuerdo con Fleiss et al., ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"UBr6p3Ga","properties":{"formattedCitation":"(2003)","plainCitation":"(2003)","noteIndex":0},"citationItems":[{"id":665,"uris":["http://zotero.org/users/561517/items/CW93ZH7T"],"itemData":{"id":665,"type":"book","edition":"3","event-place":"Estados Unidos","publisher":"Wiley","publisher-place":"Estados Unidos","title":"Statistical Methods for Rates and Proportions","author":[{"family":"Fleiss","given":"Joseph L."},{"family":"Levin","given":"Bruce"},{"family":"Cho","given":"Myunghee"}],"issued":{"date-parts":[["2003"]]}},"label":"page","suppress-author":true}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (2003) los valores de kappa entre 0.40 a 0.75 son "intermedios a buenos", y los valores superiores a 0.75 son “excelentes”.Tabla SEQ Tabla \* ARABIC 3. Resultados de la evaluación de contenido por jueces de los guiones colaborativosSecuencia% general de acuerdoKappaIntervalo de confianza 95 %I88.750.85[0.72, 0.98]II80.00.73[0.60, 0.87]II90.00.87[0.72, 1.00]VI71.430.62[0.34, 0.90]Fuente: Elaboración propia. En coordinación con seis profesores universitarios, que tienen a cargo cursos de carreras del área de ingeniería, se incorpora el uso de los guiones entre las tareas a realizar de una actividad grupal de aprendizaje en diez grupos de estudiantes. La elaboración de la escala de Likert sobre la percepción de la implementación se hizo de acuerdo con Colton y Covert ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"JzfUzrju","properties":{"formattedCitation":"(2007)","plainCitation":"(2007)","noteIndex":0},"citationItems":[{"id":619,"uris":["http://zotero.org/users/561517/items/PCWKHYND"],"itemData":{"id":619,"type":"book","event-place":"Estados Unidos de Norte América","publisher":"Jossey-Bass Wiley","publisher-place":"Estados Unidos de Norte América","title":"Designing and Constructing Instruments for Social Research and Evaluation","author":[{"family":"Colton","given":"David"},{"family":"Covert","given":"Robert"}],"issued":{"date-parts":[["2007"]]}},"label":"page","suppress-author":true}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (2007). Para la redacción de los ítems, se utiliza la operacionalización elaborada para el diseño de los andamios, dando como resultado 34 ítems, más cinco ítems relacionados con el empleo general de los guiones. La escala tiene cinco puntos con las opciones de respuesta: muy en desacuerdo (MeD), en desacuerdo (ED), indiferente (I), de acuerdo (DA) y muy de acuerdo (MdA). La validación de contenido fue similar a la empleada con los andamios, para lo cual se cuenta con las valoraciones de tres juezas (dos diseñadoras curriculares y una experta en psicología cognitiva). En este paso se obtuvo un porcentaje general de acuerdo de 94.22 %, y el grado de acuerdo según índice de Kappa multievaluador de 0.92, con un intervalo de confianza de 95 % de [0.89, 0.96]. La aplicación piloto de la escala se hizo con 56 estudiantes que se encontraban usando los guiones. Al analizar la correlación del puntaje total con el de cada uno de los ítems se encontró que 11 ítems no correlacionaron positivamente, por lo que se procedió a excluirlos del análisis. Al analizarse nuevamente la correlación ítems - puntaje total, se obtuvo que el resto de los ítems correlacionó de forma significativamente al nivel del 0.01, además se obtuvo un alfa de Cronbach de 0.952.Para la aplicación de la versión final de la escala, se solicita a todos los estudiantes completarla, para lo cual se obtuvo un total de 120 respuestas, de las cuales 42.1 % fueron mujeres y 57.9 % fueron hombres. Al analizar la correlación del puntaje total con el de cada uno de los ítems se encontró que todos correlacionaron positivamente de forma significativamente al nivel del 0.01. Posteriormente, el cálculo del alfa de Cronbach dio como resultado 0.959.Resultados Se realiza un análisis descriptivo de las frecuencias y porcentajes de las puntuaciones obtenidas por medio de la escala aplicada. A continuación, se presentan los resultados más relevantes. En términos generales, un 61,7 % de las personas participantes valoran positivamente el uso de los guiones colaborativos para el desarrollo de la actividad grupal. Por otro lado, las personas estudiantes consideran que los andamios apoyan el desarrollo de las tareas involucradas en las cuatro secuencias de la regulación socialmente compartida del aprendizaje (RSCA) por encima del 50,0 %, excepto en el llamado de atención si se desatiende el cumplimiento de las metas y tareas definidas (45,0 %) y la evaluación de los avances realizados (46,7 %). En relación con la secuencia de “análisis de la tarea” (ver anexos, REF _Ref69047330 \h \* MERGEFORMAT AnexosTabla 4), en general, las personas estudiantes valoran positivamente que los guiones son de utilidad para la definición de las tareas y subtareas a realizar (71,7 %), los recursos disponibles (65,8 %), lo que conocen, así como lo que desconocen para la realización de la tarea grupal (TG) (64,2 % y 61,7 % respectivamente) y el establecimiento de una comprensión compartida de la TG (62,5 %). Sobre la secuencia de “planificación” (ver anexos, REF _Ref69048202 \h \* MERGEFORMAT Tabla 5) los resultados señalan que los guiones son de utilidad para apoyar la asignación de roles (75,0 %), la identificación de tareas y subtareas necesarias (70,8 %), la definición de metas (65,0 %) y la definición de recursos necesarios para realizar la TG (60,0 %). En relación con la secuencia de “seguimiento y monitoreo” (ver anexos, REF _Ref69049791 \h \* MERGEFORMAT Tabla 6) los resultados señalan que los guiones son de utilidad para apoyar la ejecución de la planificación y el cronograma (52,5 %), monitorear el avance según el cronograma, roles y tareas (51,6 %) y para la detección y atención de errores u omisiones cometidos (51,6 %.). Finalmente, para la secuencia de “evaluación” (ver anexos, REF _Ref69051657 \h \* MERGEFORMAT Tabla 7) los resultados señalan que los guiones son de utilidad para el ajuste de metas definidas (57,5 %) y para el ajuste de la estrategia definida para realizar la TC (61,7 %). Para las cuatro secuencias en general, entre un 15,5 % (asignación de responsables para las tareas) y un 33.3 % (jerarquizar las tareas en un cronograma de trabajo), las personas participantes utilizaron la opción de “indiferente” sobre si los andamios favorecen el desarrollo de las tareas que comprenden cada una de ellas. Conclusiones El objetivo de este estudio es conocer la percepción del estudiantado sobre la implementación de los guiones colaborativos para promover la regulación socialmente compartida del aprendizaje (RSCA) en diversos cursos universitarios de carreras de grado. Los resultados permiten realizar reflexiones iniciales sobre la estrategia educativa implementada y el aprendizaje grupal. En primer lugar, es alentador observar que más del 50% del estudiantado percibe positivamente la utilidad de los guiones como herramientas de apoyo para el desarrollo de tareas y procesos cognitivos. Este hallazgo concuerda con investigaciones previas que también resaltan la eficacia de estos recursos educativos (Hadwin et al., 2011; Malmberg et al., 2015). Estos resultados, aunque son limitados por el tamaño del total de participantes, son coherentes con que es necesario desarrollar más investigación orientada a cómo dar soporte para el desarrollo de la RSCA y la metacognición socialmente compartida (MSC), para impactar positivamente los procesos grupales entre estudiantes universitarios ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"447ZLHfM","properties":{"formattedCitation":"(Kim y Lim, 2017)","plainCitation":"(Kim y Lim, 2017)","noteIndex":0},"citationItems":[{"id":742,"uris":["http://zotero.org/users/561517/items/2RWLH2R7"],"itemData":{"id":742,"type":"article-journal","container-title":"Teaching in Higher Education","DOI":"10.1080/13562517.2017.1379484","ISSN":"1356-2517","issue":"2","language":"en","page":"194-211","title":"Promoting Socially Shared Metacognitive Regulation in Collaborative Project-Based Learning: A Framework for the Design of Structured Guidance","volume":"23","author":[{"family":"Kim","given":"Dongho"},{"family":"Lim","given":"Cheolil"}],"issued":{"date-parts":[["2017"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Kim y Lim, 2017), así como para apoyarlos en el desarrollo de habilidades necesarias para el éxito en tareas de aprendizaje grupal ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"p6EP19qy","properties":{"formattedCitation":"(Ni\\uc0\\u241{}o et\\uc0\\u160{}al., 2019)","plainCitation":"(Niño et al., 2019)","noteIndex":0},"citationItems":[{"id":569,"uris":["http://zotero.org/users/561517/items/4X5ZQ255"],"itemData":{"id":569,"type":"article-journal","abstract":"Este artículo presenta los resultados de una investigación desarrollada en la Universidad Autónoma de Baja California, México, con estudiantes de la Licenciatura en Ciencias de la Educación. Se analizaron procesos de aprendizaje colaborativo en entornos tecnológicos de comunicación asíncrona en seis pequeños grupos de estudiantes. Mediante una metodología de estudio de casos múltiples, analizamos el discurso utilizado por los estudiantes durante su colaboración desde un doble enfoque: el discurso cognitivo orientado a la construcción del conocimiento y el discurso utilizado para la regulación de la tarea. Los resultados muestran que el establecimiento de metas, la formulación de expectativas positivas sobre la tarea, el monitoreo de los progresos y el apoyo socioemocional son mecanismos reguladores que contribuyen fuertemente al desarrollo de procesos ricos y profundos de construcción compartida del conocimiento. Nuestro estudio revela un efecto positivo del discurso regulador sobre la actividad cognitiva de los estudiantes.\n\nThis article presents the results of a research developed with students of bachelor’s degree in education from Autonomous University of Baja California, Mexico. In six small groups of students, collaborative learning processes in asynchronous communication technology environments were analyzed. Through a multiple case study methodology, the discourse displayed by the students during their collaboration was analyzed with a double focus: the cognitive discourse oriented to the knowledge construction and the discourse aimed to regulate the task. The results highlights that the establishment of goals, the formulation of positive expectations about the task, the monitoring of progress and the socio-emotional support are regulatory mechanisms that contribute strongly to the development of rich and profound processes of shared knowledge construction. A positive effect of the regulatory discourse on the cognitive activity of students is concluded.","container-title":"Apertura","DOI":"http://dx.doi.org/10.32870/Ap.v11n1.1465","ISSN":"1665-6180","issue":"1","language":"Español","page":"6-23","title":"Construcción del conocimiento y regulación del aprendizaje en tareas colaborativas asíncronas","volume":"11","author":[{"family":"Niño","given":"Shamaly Alhelí"},{"family":"Castellanos","given":"Juan Carlos"},{"family":"Viloria","given":"Esperanza"}],"issued":{"date-parts":[["2019"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Niño et al., 2019). Sin embargo, la presencia de respuestas "indiferentes" entre el 15.5% y 33.3% indica una diversidad significativa en las necesidades de apoyo entre las personas estudiantes. Este fenómeno resalta la importancia de reconocer las diferencias individuales y adaptar los métodos de enseñanza, para satisfacer las necesidades específicas de cada estudiante. Un aspecto relevante surge de la comparación entre grupos de estudiantes que requieren diferentes niveles de apoyo. Este fenómeno, también observado en investigaciones anteriores (Kirschner y Hendrick, 2020), subraya la necesidad de adaptar los recursos o apoyos educativos que se ponen a disposición de las personas estudiantes. La propuesta de ajustar los guiones según modelos adaptativos basados en TIC parece ser una dirección prometedora. Al emplear tecnologías educativas, los guiones podrían adaptarse en tiempo real según el desempeño de las personas estudiantes, proporcionando orientación específica a medida que avanzan en la realización de una tarea grupal. Aunque la propuesta de considerar modelos adaptativos de los guiones es atractiva, se debe previamente responder preguntas como: ¿cuál debería ser el nivel de especificidad de los guiones en cada uno de los grados de complejidad para que sean acordes a las necesidades de los usuarios? Y ¿cómo y quién determinaría qué nivel de complejidad de los guiones debe asignarse a un determinado grupo de estudiantes? La presencia de respuestas "indiferentes" permite plantear nuevas preguntas sobre los factores subyacentes que influyen en la percepción de los estudiantes sobre la RSCA. La autoeficacia, la motivación, la complejidad de las tareas asignadas, el valor que las personas estudiantes asignan a la tarea, la autorregulación y la regulación socialmente compartida de las emociones emergen como áreas clave para la investigación adicional. Comprender cómo estas variables interactúan con la RSCA puede mejorar el planteamiento de estrategias pedagógicas más efectivas y centradas en la persona estudiante. ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"Qb8D6ovd","properties":{"formattedCitation":"(Abello et\\uc0\\u160{}al., 2021; Schunk, 2012)","plainCitation":"(Abello et al., 2021; Schunk, 2012)","noteIndex":0},"citationItems":[{"id":574,"uris":["http://zotero.org/users/561517/items/S6EAG7LJ"],"itemData":{"id":574,"type":"article-journal","DOI":"https://doi.org/10.29333/iji.2021.14238a","issue":"2","page":"685-702","title":"Classroom Motivational Climate in Higher Education: Validation of a Model for Assessment","volume":"14","author":[{"family":"Abello","given":"Diana"},{"family":"Alonso-Tapia","given":"Jesús"},{"family":"Panadero","given":"Ernesto"}],"issued":{"date-parts":[["2021"]]}}},{"id":70,"uris":["http://zotero.org/users/561517/items/UKSTZVAY"],"itemData":{"id":70,"type":"book","edition":"6","event-place":"México","publisher":"Pearson Educación","publisher-place":"México","title":"Teorías del aprendizaje. Una perspectiva educativa.","author":[{"family":"Schunk","given":"Dale"}],"issued":{"date-parts":[["2012"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Abello et al., 2021; Schunk, 2012) Finalmente, dos aspectos interesantes que requieren mayor indagación son los resultados sobre llamar la atención a los compañeros y las compañeras que desatienden el cumplimiento de las metas y las tareas definidas (45,0 %), así como evaluar grupalmente los avances realizados (46,7 %), los cuales podrían estar relacionados con la capacidad de las personas participantes de ofrecer realimentación a sus compañeros y compañeras de forma abierta y responsable como parte del desarrollo de la motivación durante el desarrollo de una tarea grupal. Esto podría abordarse desde la propuesta de los dilemas sociales ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"fS6mRMVA","properties":{"formattedCitation":"(Kerr y Park, 2001)","plainCitation":"(Kerr y Park, 2001)","noteIndex":0},"citationItems":[{"id":1208,"uris":["http://zotero.org/users/561517/items/JTI2NSMU"],"itemData":{"id":1208,"type":"chapter","container-title":"Blackwell Handbook of Social Psychology: Group Processes","event-place":"Estados Unidos de Norte América","page":"107-138","publisher":"Blackwell Publishers","publisher-place":"Estados Unidos de Norte América","title":"Group Performance in Collaborative and Social Dilemma Tasks: Progress and Prospects","author":[{"family":"Kerr","given":"Norbert L."},{"family":"Park","given":"Ernest S."}],"editor":[{"family":"Hogg","given":"Michael A."},{"family":"Tindale","given":"R. Scott"}],"issued":{"date-parts":[["2001"]]}},"label":"page","suppress-author":true,"prefix":"Kerr y Park,"}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Kerr y Park, 2001) al considerar que la resolución de los problemas grupales relacionados con discrepancias en el desempeño esperado de alguno de los integrantes de grupo puede ser una línea de investigación importante, al considerar la discusión grupal como un mecanismo para solución de estos dilemas, pues se encuentra que, esta incrementa la colaboración entre los miembros del grupo. En resumen, este estudio subraya la importancia de adoptar enfoques educativos flexibles y personalizados que se adapten a las necesidades individuales y dinámicas del estudiantado. La integración de tecnologías educativas y la exploración de factores motivacionales y emocionales pueden enriquecer aún más el diseño de estrategias pedagógicas efectivas para fomentar la RSCA en contextos universitarios, lo que contribuye así a un aprendizaje más significativo y colaborativo.Limitaciones La utilización de la escala diseñada tiene las mismas limitaciones que los cuestionarios o escalas sobre autorregulación del aprendizaje, en el sentido que se basan sobre autoreportes de las personas participantes, pero esta limitación es comprensible ante el hecho que los procesos de regulación y metacognitivos durante tareas de aprendizaje son difíciles de capturar y no son observables directamente ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"D7mfgemj","properties":{"formattedCitation":"(Sobocinski et\\uc0\\u160{}al., 2020)","plainCitation":"(Sobocinski et al., 2020)","noteIndex":0},"citationItems":[{"id":592,"uris":["http://zotero.org/users/561517/items/7K94Y9E7"],"itemData":{"id":592,"type":"article-journal","abstract":"In collaborative learning situations, monitoring is needed to maintain common progress toward shared goals. The present study aimed to analyze group-level monitoring events, as well as groups’ reactions to these events, to identify instances of adaptive regulation and maladaptive behavior. Three dimensions of monitoring events were qualitatively coded from video data: the monitoring target, valence, and phase, which provided insight into identifying critical moments during the collaborative process when regulation is needed. By looking at what kind of monitoring the groups engaged in, and how the groups progressed after the need for regulation arose, different types of adaptive regulation and maladaptive behavior were distinguished. In addition, group-level physiological state transitions in the heart rate were explored to see whether changes in regulation (adaptive regulation and maladaptive behavior) were reflected in the state transitions. Nine groups of three students each participated in a collaborative exam for an advanced high school physics course, during which video and heart rate data were collected. The results showed that on-track sequences were the most common, followed by adaptive sequences. The temporality of these sequences was examined, and four categories of group progress are described with case examples. A correlation analysis showed that physiological state transitions were positively correlated with on-track sequences. The opportunities and limitations of using three dimensions of monitoring and heart-rate based physiological state transitions to study adaptive regulation are discussed.","container-title":"Metacognition and Learning","DOI":"10.1007/s11409-020-09224-w","ISSN":"1556-1631","issue":"2","journalAbbreviation":"Metacognition Learning","language":"en","page":"99-127","source":"Springer Link","title":"How does monitoring set the stage for adaptive regulation or maladaptive behavior in collaborative learning?","volume":"15","author":[{"family":"Sobocinski","given":"Márta"},{"family":"Järvelä","given":"Sanna"},{"family":"Malmberg","given":"Jonna"},{"family":"Dindar","given":"Muhterem"},{"family":"Isosalo","given":"Antti"},{"family":"Noponen","given":"Kai"}],"issued":{"date-parts":[["2020",8,1]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Sobocinski et al., 2020). Los datos que aquí se presentan están limitados por el tamaño de la muestra de participantes y el contexto de enseñanza remota de emergencia ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"dWpogbCo","properties":{"formattedCitation":"(Hodges et\\uc0\\u160{}al., 2020)","plainCitation":"(Hodges et al., 2020)","noteIndex":0},"citationItems":[{"id":469,"uris":["http://zotero.org/users/561517/items/BVU8XTH2"],"itemData":{"id":469,"type":"webpage","abstract":"Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Colleges and univ","genre":"The Difference Between Emergency Remote Teaching and Online Learning","language":"en","note":"source: er.educause.edu","title":"The Difference Between Emergency Remote Teaching and Online Learning","URL":"https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning","author":[{"family":"Hodges","given":"Charles"},{"family":"Moore","given":"Stephanie"},{"family":"Lockee","given":"Barb"},{"family":"Trust","given":"Torrey"},{"family":"Bond","given":"Aaron"}],"accessed":{"date-parts":[["2020",5,22]]},"issued":{"date-parts":[["2020"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Hodges et al., 2020), en el cual se desarrolla el estudio. Referencias ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Abello, D., Alonso-Tapia, J. y Panadero, E. (2021). 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Springer.Hill, J. y Hannafin, M. J. (2001). Teaching and learning in digital environments: The resurgence of resource-based learning. Educational Technology Research and Development, 49(3), 37-52. https://doi.org/10.1007/BF02504914Hodges, C., Moore, S., Lockee, B., Trust, T. y Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning [The Difference Between Emergency Remote Teaching and Online Learning]. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learningIiskala, T., Vauras, M. y Lehtinen, E. (2004). Socially-shared metacognition in peer learning? Hellenic Journal of Psychology, 1(2), 147-178.Iiskala, T., Volet, S., Lehtinen, E. y Vauras, M. (2015). Socially Shared Metacognitive Regulation in Asynchronous CSCL in Science: Functions, Evolution and Participation. Frontline Learning Research, 3(1), 78-111. https://doi.org///dx.doi.org/10.14786/flr.v3i1.159Kempler-Rogat, T. y Linnenbrink-Garcia, L. 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Percepción de la utilidad del guion para la secuencia “análisis de la tarea”Tareas de secuenciaMeDEDIDAMdAn%n%n%n%n%Compresión individual sobre la TG. 32,51512,53125,83529,23630,0Comprensión compartida de la TG.1210,03327,53831,73730,8Definición de tareas y subtareas a realizar.21,786,72420,04235,04436,7Definición de qué conocen para realizar la TG.32,51411,72621,73730,84033,3Definición de lo que desconocen para la realización de la TG.75,81714,22218,33831,73630,0Definición de los recursos disponibles para la TG.43,31310,82420,04638,33327,5Definición de los recursos faltantes para la TG.32,51310,83630,03428,33428,3Identificación de fortalezas individuales y colectivas.65,01411,73831,73025,03226,7Identificación de debilidades individuales y colectivas.75,8108,33428,34134,22823,3Tabla SEQ Tabla \* ARABIC 5. Percepción de la utilidad del guion para la secuencia “planificación”Tareas de la secuenciaMeDEDIDAMdAn%n%n%n%n%Definición de metas para la TG.43,31310,82520,84134,23730,8Identificación de tareas y subtareas para lograr las metas definidas.10,8119,22319,24235,04335,8Jerarquizar las tareas en un cronograma de trabajo. 54,21310,84033,33025,03226,7Asignación de responsables para las tareas. 32,51210,01512,54235,04840,0Definición de recursos necesarios para las tareas. 54,21310,83025,03730,83529,2Definición de reglas de participación y roles de trabajo para el cumplimiento de metas y tareas.65,0108,33831,72319,24335,8Tabla SEQ Tabla \* ARABIC 6. Percepción de la utilidad del guion para la secuencia “seguimiento y monitoreo"Tareas de la secuenciaMeDEDIDAMdAn%n%n%n%n%Ejecución de la planificación y el cronograma.97,51915,82924,23831,72520,8Monitoreo del avance según cronograma, roles y tareas. 54,21815,03529,23428,32823,3Detección y atención de errores u omisiones cometidos.97,52218,32722,52823,33428,3Llamado de atención por desatender tareas, reglas y responsabilidades.2016,72016,72621,72924,22520,8Tabla SEQ Tabla \* ARABIC 7. Percepción de la utilidad del guion para la secuencia “evaluación”Tareas de la etapaMeDEDIDAMdAn%n%n%n%n%Evaluación de avances realizados86,72117,53529,23226,72420,0Modificación de la comprensión de la tarea54,21210,03529,23730,83125,8Ajuste de metas definidas.65,01411,73125,83630,03327,5Ajuste de la estrategia definida para realizar la TG.32,51411,72924,24134,23327,5REVISTA ELECTRÓNICA CALIDAD EN LA EDUCACIÓN SUPERIOR ISSN: 1659-4703, VOL.14(2) JUNIO - DICIEMBRE, 2023: 364-390http://revistas.uned.ac.cr./index.php/revistacalidadCorreo electrónico: revistacalidad@uned.ac.cr____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Exploración de la percepción estudiantil sobre la implementación de guiones para promover la regulación socialmente compartida del aprendizajeJosé Fabian Aguilar-CorderoDOI: http://dx.doi.org/10.22458/caes.v14i1.5004 Artículo protegido por licencia Creative CommonsPAGE \* MERGEFORMAT2 José Fabian Aguilar-Cordero, cursando Doctorado en Educación, Escuela de Doctorado de la UNED, España. Máster en Procesos de Enseñanza-Aprendizaje, Licenciado en Psicología. Correo electrónico: jfaguilar@itcr.ac.cr https://orcid.org/0000-0001-7643-468X_______________________________________________________________________________________________________________Exploración de la percepción estudiantil sobre la implementación de guiones para promover la regulación socialmente compartida del aprendizajeJosé Fabian Aguilar-CorderoDOI: http://dx.doi.org/10.22458/caes.v14i1.5004 Artículo protegido por licencia Creative CommonsPAGE \* MERGEFORMAT2REVISTA ELECTRÓNICA CALIDAD EN LA EDUCACIÓN SUPERIOR ISSN: 1659-4703, VOL.14(2) JUNIO - DICIEMBRE, 2023: 364-390http://revistas.uned.ac.cr./index.php/revistacalidadCorreo electrónico: revistacalidad@uned.ac.cr_____________________________________________________________________________________________________________________________________/9j/4AAQSkZJRgABAQEAYABgAAD/2wBDAAIBAQIBAQICAgICAgICAwUDAwMDAwYEBAMFBwYHBwcG BwcICQsJCAgKCAcHCg0KCgsMDAwMBwkODw0MDgsMDAz/2wBDAQICAgMDAwYDAwYMCAcIDAwMDAwM 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