<?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>0121-4381</journal-id>
<journal-title><![CDATA[Suma Psicológica]]></journal-title>
<abbrev-journal-title><![CDATA[Suma Psicol.]]></abbrev-journal-title>
<issn>0121-4381</issn>
<publisher>
<publisher-name><![CDATA[Fundación Universitaria Konrad Lorenz]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-43812019000100037</article-id>
<article-id pub-id-type="doi">10.14349/sumapsi.2019.v26.n1.5</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Efecto diferencial de un andamiaje metacognitivo en un ambiente e-learning sobre la carga cognitiva, el logro de aprendizaje y la habilidad metacognitiva]]></article-title>
<article-title xml:lang="en"><![CDATA[Differential effect of a metacognitive scaffolding in a e-Learning environment over cognitive load, learning achievement and metacognitive consciousness]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solórzano-Restrepo]]></surname>
<given-names><![CDATA[John]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-Vargas]]></surname>
<given-names><![CDATA[Omar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Fundación Universitaria Konrad Lorenz  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<volume>26</volume>
<numero>1</numero>
<fpage>37</fpage>
<lpage>45</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-43812019000100037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-43812019000100037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-43812019000100037&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[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.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Andamiaje metacognitivo]]></kwd>
<kwd lng="es"><![CDATA[carga cognitiva]]></kwd>
<kwd lng="es"><![CDATA[estilo cognitivo]]></kwd>
<kwd lng="es"><![CDATA[logro de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[conciencia metacognitiva]]></kwd>
<kwd lng="en"><![CDATA[Metacognitive scaffolding]]></kwd>
<kwd lng="en"><![CDATA[cognitive load]]></kwd>
<kwd lng="en"><![CDATA[cognitive style]]></kwd>
<kwd lng="en"><![CDATA[learning achievement]]></kwd>
<kwd lng="en"><![CDATA[metacognitive consciousness]]></kwd>
</kwd-group>
</article-meta>
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