Assessing the Impact of a Virtual Learning Environment on Competency and Metacognitive Skill Development Among Ninth Grade Students
In this study conducted at Nicolás Esguerra National School located in Bogotá, Colombia, the influence of a Virtual Learning Environment on metacognitive processes and collaborative problem-solving among ninth-grade students was evaluated. The sample included 264 subjects, who were divided into homo...
I tiakina i:
| Ngā kaituhi matua: | , |
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| Hōputu: | Online |
| Reo: | Pāniora |
| I whakaputaina: |
Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2024
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| Ngā marau: | |
| Urunga tuihono: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3136 |
| Ngā Tūtohu: |
Kāore He Tūtohu, Me noho koe te mea tuatahi ki te tūtohu i tēnei pūkete!
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| Whakarāpopototanga: | In this study conducted at Nicolás Esguerra National School located in Bogotá, Colombia, the influence of a Virtual Learning Environment on metacognitive processes and collaborative problem-solving among ninth-grade students was evaluated. The sample included 264 subjects, who were divided into homogeneous or heterogeneous groups based on their initial problem-solving abilities. To achieve the objectives, two models of social regulation were applied: one focused on task-centered interactions and another on communication and collaboration. The research approach was quasi-experimental, utilizing a cross-sectional design and a 2x2 factorial design, enabling the analysis of the impact of different models of social regulation and group composition on the development of metacognitive skills and everyday problem-solving. The results demonstrated that the implemented virtual learning environment led to significant differences in cognitive knowledge and cognitive regulation among the groups. This suggests that the models of social regulation and group composition were effective in enhancing metacognitive skills and problem-solving abilities among ninth-grade students. Based on these findings, it was concluded that these models of regulation are adaptable to both virtual and in-person pedagogical experiences, as long as effective scripts and communication tools are utilized to promote sustainable regulatory behaviors in collaborative learning. |
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