Implementación de guiones colaborativos para promover la regulación socialmente compartida del aprendizaje en estudiantes universitarios
Implementation of collaborative scripts to promote socially shared regulation of learning in university studentsBarra lateral del artículo
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El aprendizaje colaborativo se promueve frecuentemente en la educación superior, pero existen pocos esfuerzos enfocados en ayudar a los estudiantes universitarios a desarrollar procesos cognitivos relacionados con la regulación del aprendizaje en grupo. Una alternativa es incorporar la regulación socialmente compartida del aprendizaje (RSCA) y la metacognición socialmente compartida a través de guiones colaborativos. El objetivo de esta investigación fue conocer la opinión de los estudiantes universitarios sobre la implementación de dichos guiones. El estudio fue de tipo cuantitativo, descriptivo y no experimental, utilizando una escala Likert. Los resultados revelaron que más del 50% de los participantes valoraron positivamente la utilización de los guiones y el apoyo recibido en las tareas relacionadas con la RSCA. Sin embargo, la valoración fue menos favorable en tareas como llamar la atención de un compañero que no cumplió con sus responsabilidades o evaluar los avances del trabajo realizado. Estos resultados deben ser interpretados con cautela debido a algunas limitaciones metodológicas y a los alcances de este estudio.
Collaborative learning is frequently promoted in higher education, but there are few efforts focused on helping college students develop cognitive processes related to the regulation of group learning. One alternative is to incorporate socially shared regulation of learning (SSRL) and socially shared metacognition through collaborative scripts. The objective of this research
was to know the opinion of university students about the implementation of such scripts. The study was quantitative, descriptive and nonexperimental, using a Likert scale. The results revealed that more than 50% of the participants rated positively the use of the scripts and the support received in the tasks related to the RSCA. However, the assessment was less favorable in tasks such as calling attention to a colleague who did not fulfill his or her responsibilities or evaluating the progress of the work performed. These results should be interpreted with caution due to some methodological limitations and the
scope of this study.
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