La importancia de los procesos de regulación compartida en CSCL; rasgos teóricos y empíricos para su estudio

  • Juan Carlos Castellanos Ramírez Universidad Autónoma “Benito Juárez” de Oaxaca, México. Colaborador del Grupo de Investigación en Interacción e Influencia Educativa (GRINTIE).
  • Javier Onrubia Goñi Universidad de Barcelona, España. Miembro del Grupo de Investigación en Interacción e Influencia Educativa (GRINTIE).
Palabras clave: aprendizaje colaborativo mediado por ordenador; regulación social del aprendizaje; regulación compartida; construcción compartida del conocimiento., aprendizaje colaborativo mediado por ordenador, regulación social del aprendizaje, regulación compartida, construcción compartida del conocimiento.

Resumen

La literatura reciente en el ámbito del aprendizaje colaborativo mediado por ordenador (Computer-Supported Collaborative Learning –CSCL–) destaca que un proceso colaborativo eficaz se asocia con la capacidad que tienen los alumnos para regular sus propias actividades. La noción de regulación compartida extiende su concepción del aprendizaje más allá de los procesos cognitivos y sus resultados; regular implica gestionar distintos componentes vinculados con la actividad y el funcionamiento del grupo (procesos vinculados con la estructura de la tarea, con la participación, y con componentes motivacionales). En este artículo se propone un conjunto de rasgos teóricos y empíricos que caracterizan a la regulación compartida como un  ámbito de estudio emergente en el campo del CSCL. Dicha propuesta surge de la revisión de la literatura, en donde destacamos la diversidad de marcos teóricos y términos asociados con la regulación del aprendizaje, distinguimos distintos tipos de regulación social en el aprendizaje colaborativo, y distinguimos, desde el marco más amplio del proceso de aprendizaje colaborativo, entre regulación compartida y construcción compartida del conocimiento.  

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Publicado
2016-01-15
Cómo citar
Castellanos Ramírez, J. C., & Onrubia Goñi, J. (2016). La importancia de los procesos de regulación compartida en CSCL; rasgos teóricos y empíricos para su estudio. Revista Iberoamericana De Educación, 70(1), 29-46. https://doi.org/10.35362/rie70171
Sección
- Tecnología de la educación