Resumen

SOLANO GUERRERO, JUAN CARLOS; RUIZ ORTEGA, FRANCISCO JAVIER; RODRIGUEZ ORTIZ, ANGÉLICA MARÍA  y  TAMAYO ALZATE, ÓSCAR EUGENIO. interactions between social metacognitive regulation and solution generation in collaborative learning. Zona prox. [online]. 2025, n.43, pp.89-109.  Epub 10-Jul-2025. ISSN 2145-9444.  https://doi.org/10.14482/zp.43.124.745.

The regulation of learning and problem solving in individual and social contexts is today considered two key capabilities of the 21st century. In this article, we aim to understand some of the interactions between social metacognitive regulation and collaborative problem solving, in particular, solution generation, in the design of virtual learning environments. The methodological strategy used was discourse analysis, from the perspective of discursive psychology. An online learning environment using a video conferencing system was set up to record verbal interactions of pre-service teachers. Three characteristic social forms of thought or models of discursive interaction were characterized, namely: individual disconnection, individual connection, and group connection. It was concluded that the recognition or not of one's own and others' versions of the generation of the solution fosters discursive synergies that strengthen or not the agreement and consensus, as well as relationships of solidarity and trust. In the first model, participants present their own versions and ignore the versions of others, failing to acknowledge the conflict. In the second model, participants present their own versions and acknowledge the versions of others, without managing the conflict. This generates discursive synergies to influence, impose, or position one version over others that are not recognized in the first model, or that are accepted or rejected without acknowledging their interactions in the second model. In the third model, participants recognize their own and others' versions, thereby recognizing and managing the conflict. This generates discursive synergies that strengthen the agreement and foster specific or general consensus, promoting directed or distributed leadership.

Palabras clave : Social metacognitive regulation; collaborative solution generation; design of virtual learning environments; discursive psychology; initial teacher education.

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