<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2027-8306</journal-id>
<journal-title><![CDATA[Revista de Investigación, Desarrollo e Innovación]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Investig. Desarro. Innov.]]></abbrev-journal-title>
<issn>2027-8306</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2027-83062024000200133</article-id>
<article-id pub-id-type="doi">10.19053/uptc.20278306.v14.n2.2024.18157</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Interacciones entre regulación metacognitiva social y representación del problema en el diseño de entornos virtuales de aprendizaje]]></article-title>
<article-title xml:lang="en"><![CDATA[Interactions between social metacognitive regulation and problem representation in the design of virtual learning environments]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solano-Guerrero]]></surname>
<given-names><![CDATA[Juan Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz-Ortega]]></surname>
<given-names><![CDATA[Francisco Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Ortiz]]></surname>
<given-names><![CDATA[Angélica María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tamayo-Alzate]]></surname>
<given-names><![CDATA[Óscar Eugenio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Tolima  ]]></institution>
<addr-line><![CDATA[Ibagué ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Caldas  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Manizales  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Caldas  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>14</volume>
<numero>2</numero>
<fpage>133</fpage>
<lpage>148</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2027-83062024000200133&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2027-83062024000200133&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2027-83062024000200133&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el presente artículo se pretende comprender interacciones entre regulación metacognitiva social y solución colaborativa de problemas, en particular, la representación del problema, en el diseño de entornos virtuales de aprendizaje. Se indagó el fenómeno en un entorno de aprendizaje que utilizó un sistema de videoconferencia, a partir del registro de las interacciones verbales. Los participantes fueron estudiantes de un curso sobre aprendizaje y tecnología, de dos programas de formación inicial docente de una universidad pública. La estrategia metodológica usada fue el análisis del discurso, desde la perspectiva de la psicología discursiva. Se caracterizaron tres modelos de interacción discursiva, a saber: desconexión individual, conexión individual y conexión grupal. Se concluyó que el reconocimiento o no de las versiones propias y de los otros sobre la representación del problema, propicia sinergias discursivas que afianzan o no el acuerdo y el consenso y, las relaciones de solidaridad y confianza.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[regulación metacognitiva]]></kwd>
<kwd lng="es"><![CDATA[representación del problema]]></kwd>
<kwd lng="es"><![CDATA[entornos virtuales de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[psicología discursiva]]></kwd>
<kwd lng="en"><![CDATA[metacognitive regulation]]></kwd>
<kwd lng="en"><![CDATA[problem representation]]></kwd>
<kwd lng="en"><![CDATA[virtual learning environments]]></kwd>
<kwd lng="en"><![CDATA[discursive psychology]]></kwd>
</kwd-group>
</article-meta>
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