Efecto diferencial de un andamiaje metacognitivo en un ambiente e-learning sobre la carga cognitiva, el logro de aprendizaje y la habilidad metacognitiva / Differential effect of a metacognitive scaffolding in a e-Learning environment over cognitive load, learning achievement and metacognitive consciousness

Resumen El presente estudio analiza los efectos generados por un andamiaje metacognitivo y el estilo cognitivo (dependiente/independiente de campo - DIC) en la carga cognitiva, la conciencia metacognitiva y el logro de aprendizaje cuando los estudiantes interactúan con un entorno de e-learning. Participaron 67 estudiantes de pregrado de la ciudad de Bogotá (Colombia), divididos en dos grupos. Uno interactuó con un entorno de aprendizaje con un andamiaje metacognitivo y el otro, sin él. Se utilizó la prueba EFT para establecer el estilo cognitivo de los aprendices y con la prueba MAI se determinó la conciencia metacognitiva. Se realizó un MANCOVA para analizar los datos. Los resultados sugieren diferencias entre la carga cognitiva intrínseca y extrínseca de los estudiantes dependientes de campo debido a la interacción entre el andamiaje metacognitivo y su estilo cognitivo. Los estudiantes que interactuaron con el andamiaje metacognitivo mostraron un mayor logro de aprendizaje y una mejor capacidad de monitoreo de su proceso de aprendizaje.

Abstract The present study analyzes the effects generated by a metacognitive scaffolding and the cognitive style (Field Dependent/Independent-FDI) in the cognitive load, the metacognitive awareness and the achievement of learning when the students interact with an environment of e-Learning. 67 undergraduate students from the city of Bogotá (Colombia) participated, divided into two groups. One interacted with a learning environment with a metacognitive scaffolding and the other, without it. The EFT test was used to determine the cognitive style of the ap prentices and the MAI test established the metacognitive awareness. Data were analyzed with a MANCOVA analysis. Results suggest differences between the intrinsic and extrinsic cognitive load in field dependent students due to the interaction between the metacognitive scaffolding and their cognitive style. Students who interacted with the metacognitive scaffolding showed a greater learning achievement and a better ability to monitoring their learning process.

Del levantamiento de demandas y necesidades a la elaboración de un sistema de aseguramiento de calidad en la formación medica / About the obtainment of demands and needs to the development of a quality assurance system in medical training

Teniendo en cuenta que la evaluación en la FCM-UNA está expresada a través un conjunto de reglamentos y normativas que la reducen a un puro formalismo, y no existiendo políticas claras que otorguen un marco referencial a la evaluación; adquiere suma importancia el conocimiento de la percepción de los docentes sobre sus procesos evaluativos. Para abordar esta necesidad institucional y contribuir a su solución, hemos desarrollado una investigación cualitativa, con enfoque hermenéutico, de interés comprensivo/fenomenológico. La población de estudio la constituyen los docentes universitarios de la UNA; particularmente, la muestra está dada por los académicos de la FCM-UNA, por cuanto el objeto de estudio es la percepción de los docentes de la FCM-UNA sobre la evaluación de los logros de aprendizaje y el supuesto fundamental del problema es que la percepción en relación a la evaluación es distinta según la experiencia y nivel académico en que desarrollan su docencia. Por lo mismo, en este estudio se determinaron seis casos de estudio lo que sirve a los investigadores para aproximarse a los actores relevantes porque ilustran y permiten comprender la percepción de los docentes en relación a la evaluación de logros de aprendizaje. A partir del problema de investigación, se determinaron las dimensiones: concepto, objeto, modo, modalidad, propósito y evidencia de la evaluación de logros de aprendizaje, se organizan los ámbitos y se construyen los descriptores. Las técnicas elegidas por los investigadores y que se adecuan al propósito de esta investigación son: la observación y la entrevista semiestructurada. Se realiza la observación directa cumpliendo un propósito exploratorio, con el fin de identificar in situ algunas prácticas docentes. Para lograr la comprensión más profunda del problema se realizaron entrevistas con el fin de levantar, caracterizar, comprender, significar, interpretar y analizar el discurso de los docentes. Se efectúa el análisis de contenido subordinadas a la intención y al problema de investigación, siguiendo las diferentes etapas: Validación de los datos transcriptos y codificados; categorización de la información de observaciones y entrevistas; producción de conglomerados de significantes: matrices; y la interpretación de los resultados. La interpretación de la información permitió develar que no se evidencia reflexión crítica sobre el proceso de evaluación. La percepción que tienen de este proceso, pone de manifiesto que las posibilidades formativas de la evaluación se dejan de lado, a favor de un significado más bien métrico y acreditativo. Se evidencia el énfasis que hacen algunos docentes sobre las bondades de la evaluación formativa, pero en su práctica ha sido superada por la evaluación sumativa, con un desconocimiento sobre los verdaderos propósitos de la evaluación, no realizan retroalimentación. Atendiendo al propósito de la investigación se hacen recomendaciones y propuestas.

Given that the assessment in the FCM-UNA is expressed through a set of rules and regulations that reduce it to a mere formality, and not having clear policies that will provide a benchmark assessment framework; it becomes extremely important to know the perception of teachers on their evaluation processes. In order to approach this institutional need and contribute to the solution, we have developed a qualitative research, with a hermeneutic approach and comprehensive/phenomenological interest. The study population were university teachers of the UNA; particularly, the sample was consisted of the academics of the FCM-UNA, because the object of study is the perception of teachers of the FCM-UNA on the assessment of learning achievements and the fundamental postulation of the problem is that the perception in relation to the assessment it is different depending on experience and academic standards in developing their teaching. Therefore, in this study, six case studies have been determined which served researchers to approach relevant actors because they illustrate and allow to understand the perception of teachers in relation to the assessment of learning achievements. From the research problem, the dimensions determined were: concept, object, way, modality, purpose and evidence of the assessment of learning achievement, the areas are organized and descriptors are built. The techniques used by researchers that suit the purpose of this research are: observation and semi-structured interview. Direct observation was performed by following an exploratory purpose, in order to identify on-site some teaching practices. To achieve a deeper understanding of the problem interviews were conducted in order to collect, characterize, understand, signify, interpret and analyze the speech of teachers. Content analysis is carried out, subordinated to the intent and to the research problem, following different stages: Validation of transcripts and coded data; categorization of information of observations and interviews; production of conglomerates of significants: matrixes; and the interpretation of results. The interpretation of data allowed revealing that no critical reflection on the evaluation process is evident. The perception of this process shows that the educational possibilities of evaluation are put aside in favor of a rather metric and certifying meaning. The emphasis made by some teachers about the benefits of formative assessment is evident, but in practice has been overtaken by the summative evaluation, with ignorance about the real purposes of evaluation, they do not perform feedback. Considering the purpose of the research, recommendations and proposals are made.

Logro de aprendzzaje en ambientes computacionales: autoeficacia, metas y estilo cognitivo / Achievement of learning in computer environments: Self-efficacy, goals and cognitive style

Este estudio examinó el efecto de un ambiente computacional que incorpora un módulo para activar la eficacia académica sobre la fijación de metas, la autoeficacia y el logro de aprendizaje en estudiantes de primaria, quienes aprenden a solucionar problemas con números fraccionarios de forma individual y en parejas. Se exploró la interacción de estas variables con el estilo cognitivo en la dimensión dependencia-independencia de campo (DIC). Participaron 50 estudiantes de quinto año de una institución pública. Se utilizó la prueba EFT para medir el estilo cognitivo. El registro de las metas formuladas por el estudiante y el logro de aprendizaje obtenido de las evaluaciones fueron generados en el ambiente computacional. La autoeficacia se midió utilizando la prueba MSLQ. Respecto al establecimiento de las metas de aprendizaje, el análisis MANCOVA mostró que los estudiantes trabajando en parejas se propusieron metas más altas. Se evidenció que los estudiantes independientes de campo se formulan metas más exigentes que sus compañeros dependientes de campo; sin embargo, en el logro de aprendizaje no se registraron diferencias significativas entre los estudiantes de diferente estilo cognitivo. En cuanto a la autoeficacia, no se registraron diferencias significativas entre los estudiantes que interactuaron de forma individual y en parejas.

This study examined the effect of a computing environment that in-corporates a module to enable the academic efficacy on goal setting, self-efficacy and learning achievement of elementary students learning to solve problems with fractional numbers, individually and in pairs. The interaction between these variables and the cognitive style, in the field dependence-independence dimension, was explored. 50 fifth graders of a public institution participated in this research. The EFT (Embedded Figures Test) was used to measure cognitive style. Academic achieving was assessed with the computing environment. Similarly, the goals formulated by the student were recorded in the software. Self-efficacy was measured using the MSLQ test. For the treatment of the data, a MANCOVA was performed. Results showed, higher goal setting for students working in pairs, compared to those working individually. Moreover, field independent students set more demanding goals for themselves than their field dependent peers; no significant differences were found for learning achievement between students from different cognitive styles. Regarding efficacy, there were no significant differences between students who interacted individually and in pairs. This way, it is possible to conclude that efficiency modules on the achievement of individual learning; however, self-efficacy was favored equally in individual work and in pairs.

Factors Affecting Nurses' Web-based Learning Achievement in Schoolwork / 한국직업건강간호학회지

PURPOSE: The purpose of this study was to evaluate the factors that affected self efficacy, social support and learning achievement in the web-based learning of graduate school students. METHODS: The data were collected from 79 nurses in a web-based learning. A self-reported questionnaire was used to assess the level of self-efficacy, social support and learning achievement. RESULTS: The learning achievement was significantly improved to 4.05 points after web-based learning compared to 2.69 points before web-based learning, and all other items were also improved. Self-efficacy was improved to 3.91 points from 3.66 points after web-based learning and so was social support to 4.18 points from 3.94 points. Fatigue and stress among health behavior characteristics were significantly decreased after web-based learning. CONCLUSION: This study shows that the web-based learning improved self-efficacy and social support of the students. And self-efficacy was an important factor in learning achievement. It is necessary to develop a strategy to improve self-efficacy as well as to manage social support for increasing interactions among the nurses in a web-based learning.

A Study on Development of Web-Based Learning Program with Multimedia ECG Monitoring and It's Application / 대한의료정보학회지

The aim of this study was to develop and evaluate a web-based learning program with multimedia ECG monitoring for clinical nurses. For this, we compared the self-directed, web-based learning method with the traditional lecture method. A quasiexperimental, nonequivalent control group pretest-posttest design was used, the data from 32 nurses(17 for experimental group and 15 for control group) were collected from October 1 to November 30, 2001, and analysed by SPSS program with x2 test, ttest, ANCOVA. The results were as follows : 1) There was significant improvement in the score on learning achievement of the experimental group compared with that of the control group(t=-2.739, p=.010). 2) There was no significant difference between the groups in learning motivation(t=-.054, p=.4785). In conclusion, it is suggested that a higher learning achievement was achieved in self-directed, web-based learning than in the traditional classroom style learning. There was also evidence that two educational styles had same effect in creating motivation. We propose to utilize a self-directed, web-based leaning method as a means to continue life-long education for nurses on a rotational duty system.

The Relation between Intelligence and Learning Achievement of Students with Learning Disability in Junior High School / 中国心理卫生杂志

Objective: To explore intelligence and the relation between intelligence and learning achievement of the students with learning disability (LD) in junior high school Methods: The students with LD in junior high school were classified as three groups: mathematic LD group, Chinese LD group and multiple LD group WISC-CR was applied to the three groups and control group The results tested by WISC-CR and their learning achievement were analyzed by multiple stepwise regression analysis Results: The IQ of students with LD was in normal range in general, but the IQ differences between LD groups and control groups was significant Nine subtests scores of mathematic LD group were lower than that of the control group The primary problem of Chinese LD group was that all the verbal subtests scores were lower than that of the control group The imbalance between VIQ and PIQ of multiple LD group was obvious The factors affected language achievement were verbal IQ and the subtest sores of arithmetic, comprehension and vocabulary as well The factors affected mathematic achievement were verbal IQ, performance IQ and the subtest sores of arithmetic, information and block design as well Conclusion: The structures of intelligence were different in the students with different types of LD in junior high school Different intelligence factors affected the achievement of language and that of mathematics of the students with LD in junior high school

The Development and Effects of WEB Instruction Programs for Drug Abuse Prevention in Korean Adolescents / 간호학회지

The purpose of this study was to develop, through the integration of instructional theory, a Courseware and to investigate the effectiveness of a web-based computer assisted instruction(WBI) program for preventing drug abuse, a serious problem for youth problem. During the first stage of this study done "Drug Abuse Prevention" Courseware was developed based on, Gagn & Brigg's instructional design theory, Keller's ARCS theory and the CAI model of Hannafin & Peck. For the second stage, the courseware was used to provide education for students adolescents in drug abuse prevention. This study used an quasi-experimental, one-group pretest-posttest design with a convenience sample of 36 male high school students who were at one high school located in Seoul. Data were collected using self-reported questionnaires which included a learning achievement tool, the Keller's IMMS (Instructional Material Motivation Survey), on attitudes to drug use, and on responses to the WBI instruction. Prior to the experiment, the "drug abuse prevention" learning method and the procedures of the study were explained to the students, and then the learning achievement of the subjects was measured as a pretest. The students were then given 2 weeks WBI utilizing the courseware. A post-test which included the pre-test learning achievement questionnaire and a survey of learning motivation and attitudes toward drug were given two weeks after the education was completed. The data analysis was done using SPSS/PC. Paired t-test was used to analyze the differences between the pre-test and post-test scores for learning achievement. The results of the analysis are as follows: There were significant differences in learning achievement between the pre-test and post-test(t=-18.62, p=0.000). The hypothesis, that learning achievement will be higher, after the class has used the courseware, than before was supported. The scores for learning motivation and attitudes toward drugs were also higher than the results of existing studies. In conclusion, this study suggests that WBI is an effective learning method in the prevention of drug abuse for adolescents as it can be used for self-learning and repeated learning as assisted instruction. Recommendation would be given that further research needs to be develped in the courseware by cognitive learning style and by multimedia courseware and virtual reality system.