Entornos hipermedia: posibilidades y retos
Contenido principal del artículo
Resumen
Diversos estudios subrayan el potencial que los entornos hipermedia tienen para el aprendizaje, sin embargo, las intervenciones demuestran desiguales resultados en función del tipo de aprendiz, contexto y características del entorno del entorno de aprendizaje. En el presente trabajo se sintetizan los resultados de una revisión sistemática de los artículos científicos sobre entornos hipermedia indexados en la Web of Science, cuyas conclusiones dan cuenta de las dificultades encontradas en este campo de estudio, así como permiten proponer medidas para su subsanación.
Palabras clave:
Descargas
Detalles del artículo
Citas
Aleven, V., Stahl, E., Schworm, S., Fischer, F., & Wallace, R. (2003). Help seeking and help design in interactive learning environments. Review of educational research, 73(3), 277-320. doi: https://doi.org/10.3102/00346543073003277
Azevedo, R., Moos, D. C., Greene, J. A., Winters, F. I., & Cromley, J. G. (2008). Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research and Development, 56(1), 45-72. doi:10.1007/s11423-007-9067-0
Bannert, M., & Mengelkamp, C. (2008). Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted. Does the verbalisation method affect learning? Metacognition and Learning, 3(1), 39-58. doi:10.1007/s11409-007-9009-6
Bannert, M., & Reimann, P. (2012). Supporting self-regulated hypermedia learning through prompts. Instructional Science, 40(1), 193-211. doi:10.1007/s11251-011-9167-4
Bannert, M., Reimann, P., & Sonnenberg, C. (2014). Process mining techniques for analysing patterns and strategies in students’ self-regulated learning. Metacognition and learning, 9(2), 161-185. doi:10.1007/s11409-013-9107-6
Bannert, M., Sonnenberg, C., Mengelkamp, C., & Pieger, E. (2015). Short-and long-term effects of students’ self-directed metacognitive prompts on navigation behavior and learning performance. Computers in Human Behavior, 52, 293-306. https://doi.org/10.1016/j.chb.2015.05.038
Bernacki, M. L., Nokes-Malach, T. J., & Aleven, V. (2015). Examining self-efficacy during learning: variability and relations to behavior, performance, and learning. Metacognition and Learning, 10(1), 99-117. doi:10.1007/s11409-014-9127-x
Binbasaran Tuysuzoglu, B., & Greene, J. A. (2015). An investigation of the role of contingent metacognitive behavior in self-regulated learning. Metacognition and Learning, 10(1), 77-98. doi:10.1007/s11409-014-9126-y
Bulu, S. T., & Pedersen, S. (2010). Scaffolding middle school students’ content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment. Educational Technology Research and Development, 58(5), 507-529. doi:10.1007/s11423-010-9150-9
Bulu, S. T., & Pedersen, S. (2012). Supporting problem-solving performance in a hypermedia learning environment: The role of students’ prior knowledge and metacognitive skills. Computers in Human Behavior, 28(4), 1162-1169. https://doi.org/10.1016/j.chb.2012.01.026
Chan, C. K. (2012). Co-regulation of learning in computer-supported collaborative learning environments: A discussion. Metacognition and learning, 7(1), 63-73. doi:10.1007/s11409-012-9086-z
Dent, A. L., & Hoyle, R. H. (2015). A framework for evaluating and enhancing alignment in self-regulated learning research. Metacognition and learning, 10(1), 165-179. doi:10.1007/s11409-015-9136-4
Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20(4), 391-409. doi:10.1007/s10648-008-9083-6
Dinsmore, D. L., Loughlin, S. M., Parkinson, M. M., & Alexander, P. A. (2015). The effects of persuasive and expository text on metacognitive monitoring and control. Learning and Individual Differences, 38, 54-60. https://doi.org/10.1016/j.lindif.2015.01.009
El Saadawi, G. M., Azevedo, R., Castine, M., Payne, V., Medvedeva, O., Tseytlin, E., Legowski, E., Jukic, D., & Crowley, R. S. (2010). Factors affecting feeling-of-knowing in a medical intelligent utoring system: the role of immediate feedback as a metacognitive scaffold. Advances in Health Sciences Education, 15(1), 9-30. doi:10.1007/s10459-009-9162-6
Feyzi-Behnagh, R., Azevedo, R., Legowski, E., Reitmeyer, K., Tseytlin, E., & Crowley, R. S. (2014). Metacognitive scaffolds improve self-judgments of accuracy in a medical intelligent tutoring system. Instructional science, 42(2), 159-181. doi:10.1007/s11251-013-9275-4
Greene, J. A., Bolick, C. M., & Robertson, J. (2010). Fostering historical knowledge and thinking skills using hypermedia learning environments: The role of self-regulated learning. Computers & Education, 54(1), 230-243. https://doi.org/10.1016/j.compedu.2009.08.006
Greene, J. A., Moos, D. C., Azevedo, R., & Winters, F. I. (2008). Exploring differences between gifted and grade-level students’ use of self-regulatory learning processes with hypermedia. Computers & Education, 50(3), 1069-1083. https://doi.org/10.1016/j.compedu.2006.10.004
Graesser, A., & McNamara, D. (2010). Self-regulated learning in learning environments with pedagogical agents that interact in natural language. Educational Psychologist, 45(4), 234-244. http://dx.doi.org/10.1080/00461520.2010.515933
Huertas, A., Vesga, G., Vergara, A., & Romero, M. (2015). Effect of a computational scaffolding in the development of secondary students' metacognitive skills. International Journal of Technology Enhanced Learning, 7(2), 143-159. https://doi.org/10.1504/IJTEL.2015.072030
Järvelä, S., & Hadwin, A. F. (2013). New frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25-39. http://dx.doi.org/10.1080/00461520.2012.748006
Jonassen, D. H. (2011). Ask Systems: interrogative access to multiple ways of thinking. Educational Technology Research and Development, 59(1), 159-175. doi:10.1007/s11423-010-9179-9
Kim, H. S., Prevost, L., & Lemons, P. P. (2015). Students' usability evaluation of a Web‐based tutorial program for college biology problem solving. Journal of Computer Assisted Learning, 31(4), 362-377. doi: 10.1111/jcal.12102
Kinnebrew, J. S., Segedy, J. R., & Biswas, G. (2014). Analyzing the temporal evolution of students’ behaviors in open-ended learning environments. Metacognition and learning, 9(2), 187-215. doi:10.1007/s11409-014-9112-4
Kleitman, S., & Costa, D. S. (2014). The role of a novel formative assessment tool (Stats-mIQ) and individual differences in real-life academic performance. Learning and Individual Differences, 29, 150-161. https://doi.org/10.1016/j.lindif.2012.12.001
Liu, M., & Reed, W. M. (1995). The relationship between the learning strategies and learning styles in a hypermedia environment. Computers in human behavior, 10(4), 419-434.
López Vargas, O., Hederich Martínez, C., & Camargo Uribe, Á. (2012). Academic achievement in hypermedia environments, scaffolding self-regulated learning and cognitive style. Revista Latinoamericana de Psicología, 44(2), 13-26.
Lopez, E. J., Nandagopal, K., Shavelson, R. J., Szu, E., & Penn, J. (2013). Self‐regulated learning study strategies and academic performance in undergraduate organic chemistry: An investigation examining ethnically diverse students. Journal of Research in Science Teaching, 50(6), 660-676. doi: 10.1002/tea.21095
McCardle, L., & Hadwin, A. F. (2015). Using multiple, contextualized data sources to measure learners’ perceptions of their self-regulated learning. Metacognition and Learning, 10(1), 43-75. doi: 10.1007/s11409-014-9132-0
Molenaar, I., Chiu, M. M., Sleegers, P., & van Boxtel, C. (2011A). Scaffolding of small groups’ metacognitive activities with an avatar. International journal of computer-supported collaborative learning, 6(4), 601-624. doi:10.1007/s11412-011-9130-z
Molenaar, I., Van Boxtel, C. A., & Sleegers, P. J. (2011B). Metacognitive scaffolding in an innovative learning arrangement. Instructional Science, 39(6), 785-803. doi:10.1007/s11251-010-9154-1
Molenaar, I., Sleegers, P., & van Boxtel, C. (2014). Metacognitive scaffolding during collaborative learning: a promising combination. Metacognition and learning, 9(3), 309-332. doi:10.1007/s11409-014-9118-y
Moos, D. C. (2014). Setting the stage for the metacognition during hypermedia learning: What motivation constructs matter? Computers & Education, 70, 128-137. https://doi.org/10.1016/j.compedu.2013.08.014
Moos, D. C., & Azevedo, R. (2009). Self-efficacy and prior domain knowledge: to what extent does monitoring mediate their relationship with hypermedia learning? Metacognition and Learning, 4(3), 197-216. doi:10.1007/s11409-009-9045-5
Moos, D. C., & Bonde, C. (2016). Flipping the Classroom: Embedding Self-Regulated Learning Prompts in Videos. Technology, Knowledge and Learning, 21(2), 225-242. doi:10.1007/s10758-015-9269-1
Sánchez-Alonso, S., & Vovides, Y. (2007). Integration of metacognitive skills in the design of learning objects. Computers in human behavior, 23(6), 2585-2595. https://doi.org/10.1016/j.chb.2006.08.010
Schoor, C., & Bannert, M. (2012). Exploring regulatory processes during a computer-supported collaborative learning task using process mining. Computers in Human Behavior, 28(4), 1321-1331. https://doi.org/10.1016/j.chb.2012.02.016
Scott, B. M., & Schwartz, N. H. (2007). Navigational spatial displays: The role of metacognition as cognitive load. Learning and Instruction, 17(1), 89-105. https://doi.org/10.1016/j.learninstruc.2006.11.008
Shapiro, A. M. (2008). Hypermedia design as learner scaffolding. Educational technology research and development, 56(1), 29-44. doi:10.1007/s11423-007-9063-4
Schwonke, R., Ertelt, A., Otieno, C., Renkl, A., Aleven, V., & Salden, R. J. (2013). Metacognitive support promotes an effective use of instructional resources in intelligent tutoring. Learning and Instruction, 23, 136-150. https://doi.org/10.1016/j.learninstruc.2012.08.003
Sperling, R. A., Richmond, A. S., Ramsay, C. M., & Klapp, M. (2012). The measurement and predictive ability of metacognition in middle school learners. The Journal of Educational Research, 105(1), 1-7. http://dx.doi.org/10.1080/00220671.2010.514690
Tang, K. Y., Wang, C. Y., Chang, H. Y., Chen, S., Lo, H. C., & Tsai, C. C. (2016). The intellectual structure of metacognitive scaffolding in science education: a co-citation network analysis. International Journal of Science and Mathematics Education, 14(2), 249-262. doi:10.1007/s10763-015-9696-4
Taub, M., Azevedo, R., Bouchet, F., & Khosravifar, B. (2014). Can the use of cognitive and metacognitive self-regulated learning strategies be predicted by learners’ levels of prior knowledge in hypermedia-learning environments? Computers in Human Behavior, 39, 356-367. https://doi.org/10.1016/j.chb.2014.07.018
Yeh, H. C., & Yang, Y. F. (2011). Metacognitive Process in Online Text Construction. Educational Technology & Society, 14(3), 82-101. www.jstor.org/stable/jeductechsoci.14.3.82
Wu, C. (2016). The Role of Individual Cognition, Immersion, and Knowledge Essence in Individual Knowledge Development. Journal of Information & Knowledge Management, 15(03), 1650030. https://doi.org/10.1142/S0219649216500301