La importancia de los procesos de regulación compartida en CSCL; rasgos teóricos y empíricos para su estudio
DOI:
https://doi.org/10.35362/rie70171Palabras 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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