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...
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Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2024
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| Acceso en liña: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3136 |
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| author | Caraballo Acosta, John Alexander Barba Morales, Martha Leticia |
| author_browse | Barba Morales, Martha Leticia Caraballo Acosta, John Alexander |
| author_facet | Caraballo Acosta, John Alexander Barba Morales, Martha Leticia |
| author_sort | Caraballo Acosta, John Alexander |
| collection | OJS- Educación y Ciudad |
| description | 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. |
| first_indexed | 2026-02-24T16:00:38Z |
| format | Online |
| id | oai:revistas.idep.edu.co:article-3136 |
| institution | IDEP |
| language | spa |
| last_indexed | 2026-02-24T16:00:38Z |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| publisherStr | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| record_format | ojs |
| spelling | oai:revistas.idep.edu.co:article-31362025-04-09T09:42:36Z Assessing the Impact of a Virtual Learning Environment on Competency and Metacognitive Skill Development Among Ninth Grade Students Evaluación del impacto de un ambiente virtual de aprendizaje en el desarrollo de competencias y habilidades metacognitivas en estudiantes de noveno grado Caraballo Acosta, John Alexander Barba Morales, Martha Leticia ambiente virtual de aprendizaje metacognición solución colaborativa de problemas grupos homogéneos y heterogéneos regulación social y aprendizaje colaborativo virtual learning environment metacognition collaborative problem solving homogeneous and heterogeneous groups social regulation collaborative learning 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. En este estudio realizado en el Colegio Nacional Nicolás Esguerra, ubicado en la ciudad de Bogotá, Colombia, se evaluó el impacto de un Ambiente Virtual de Aprendizaje en los procesos metacognitivos y la solución colaborativa de problemas en estudiantes de noveno grado. La muestra incluyó a 264 sujetos, quienes se dividieron en grupos homogéneos o heterogéneos, según sus habilidades iniciales en la solución de problemas. Para alcanzar los objetivos, se aplicaron dos modelos de regulación social: uno centrado en la tarea y otro en la comunicación y la colaboración. El enfoque de la investigación fue cuasiexperimental, de corte transversal y un diseño factorial 2x2, lo que permitió analizar la influencia de los diferentes modelos de regulación social y conformación grupal en el desarrollo de habilidades metacognitivas y resolución de problemas cotidianos. Los resultados mostraron que el ambiente virtual de aprendizaje implementado generó diferencias significativas en el conocimiento cognitivo y en la regulación de la cognición entre los grupos. Esto indica que los modelos de regulación social y conformación grupal fueron efectivos en el desarrollo de habilidades metacognitivas y en la resolución de problemas en los estudiantes de noveno grado. A partir de estos hallazgos, se concluyó que estos modelos de regulación son adaptables, tanto a experiencias pedagógicas virtuales como presenciales, siempre y cuando se utilicen guiones y herramientas de comunicación efectivas para promover comportamientos reguladores sostenibles en el aprendizaje colaborativo. Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP 2024-09-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3136 10.36737/01230425.n48.3136 Educación y Ciudad; No. 48 (2025): January-June; e3136 Educación y Ciudad; No. 48 (2025): Temática libre (enero-junio); e3136 Educación y Ciudad; Núm. 48 (2025): Temática libre (enero-junio); e3136 2357-6286 0123-0425 spa https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3136/2463 https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3136/2506 Derechos de autor 2024 John Alexander Caraballo Acosta https://creativecommons.org/licenses/by-nc-sa/4.0 |
| spellingShingle | ambiente virtual de aprendizaje metacognición solución colaborativa de problemas grupos homogéneos y heterogéneos regulación social y aprendizaje colaborativo virtual learning environment metacognition collaborative problem solving homogeneous and heterogeneous groups social regulation collaborative learning Caraballo Acosta, John Alexander Barba Morales, Martha Leticia Assessing the Impact of a Virtual Learning Environment on Competency and Metacognitive Skill Development Among Ninth Grade Students |
| title | Assessing the Impact of a Virtual Learning Environment on Competency and Metacognitive Skill Development Among Ninth Grade Students |
| title_alt | Evaluación del impacto de un ambiente virtual de aprendizaje en el desarrollo de competencias y habilidades metacognitivas en estudiantes de noveno grado |
| title_full | Assessing the Impact of a Virtual Learning Environment on Competency and Metacognitive Skill Development Among Ninth Grade Students |
| title_fullStr | Assessing the Impact of a Virtual Learning Environment on Competency and Metacognitive Skill Development Among Ninth Grade Students |
| title_full_unstemmed | Assessing the Impact of a Virtual Learning Environment on Competency and Metacognitive Skill Development Among Ninth Grade Students |
| title_short | Assessing the Impact of a Virtual Learning Environment on Competency and Metacognitive Skill Development Among Ninth Grade Students |
| title_sort | assessing the impact of a virtual learning environment on competency and metacognitive skill development among ninth grade students |
| topic | ambiente virtual de aprendizaje metacognición solución colaborativa de problemas grupos homogéneos y heterogéneos regulación social y aprendizaje colaborativo virtual learning environment metacognition collaborative problem solving homogeneous and heterogeneous groups social regulation collaborative learning |
| topic_facet | ambiente virtual de aprendizaje metacognición solución colaborativa de problemas grupos homogéneos y heterogéneos regulación social y aprendizaje colaborativo virtual learning environment metacognition collaborative problem solving homogeneous and heterogeneous groups social regulation collaborative learning |
| url | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3136 |
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