Resumen

SOLANO-GUERRERO, Juan Carlos; RUIZ-ORTEGA, Francisco Javier; RODRIGUEZ-ORTIZ, Angélica María  y  TAMAYO-ALZATE, Óscar Eugenio. Interactions between social metacognitive regulation and problem representation in the design of virtual learning environments. Revista Investig. Desarro. Innov. [online]. 2024, vol.14, n.2, pp.133-148.  Epub 20-Dic-2024. ISSN 2027-8306.  https://doi.org/10.19053/uptc.20278306.v14.n2.2024.18157.

The study aims to understand interactions between social metacognitive regulation and collaborative problem solving, in particular, problem representation, in the design of virtual learning environments. The phenomenon is investigated in an online learning environment that uses a videoconferencing system, based on the recording of verbal interactions. The participants were students of a course on learning and technology, from two initial teacher education programs at a public university. The methodological strategy used was discourse analysis, from the perspective of discursive psychology. Three models of discursive interaction were characterized, namely: individual disconnection, individual connection and group connection. The recognition or not of one's own and others' versions of problem representation fosters discursive dynamics that strengthen or not the agreement and consensus and the relationships of solidarity and trust.

Palabras clave : metacognitive regulation; problem representation; virtual learning environments; discursive psychology.

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