https://hdl.handle.net/10259/6391 2026-05-04T15:02:58Z https://hdl.handle.net/10259/9521 Table A1. Protocol for monitoring the use of metacognitive strategies during group collaborative interaction (POMSCI) (Sáiz-Manzanares, 2024) (teaching year first year of the COVID 19 pandemic vs. second year), covariate (type of degree) on satisfaction and learning responses into the of Journal Comunicar" ISSN:1134-3478 Sáiz Manzanares, María Consuelo; Martin, Caroline Françoise; González Díez, Irene; Jiménez Eguizábal, Alfredo; Calvo Rodríguez, Alberto; Varela Vázquez, Carmen; Almeida, Leandro; Velasco Saiz, Rut The study of the use of metacognitive strategies during learning interaction in collaborative groups is considered referential for understanding the development of such strategies. The use of metacognitive strategies is related to better learning outcomes. We monitored the interaction in five collaborative groups at three points in time (initial, intermediate and final). These groups consisted of undergraduate health science (n = 9) and biomedical engineering students (n = 10). The aims were: 1) To check whether there were significant differences in the use of metacognitive strategies between the groups of students monitored depending on the type of degree or the point in time measurement. 2) To test whether there were significant differences in students' learning outcomes depending on whether or not they had participated in the interaction moni-toring during collaborative interaction. Test clustering without a pre-assignment variable against learning outcomes in collaborative groups. Significant differences were detected in the use of some of the metacognitive strategies of orientation, planning and elaboration in favour of the col-laborative groups of Biomedical Engineering students. Also, students who participated in moni-toring collaborative group in both clusters obtained better learning outcomes. Lastly, the assign-ment groups are exactly related to the collaboration groups with respect to the use of metacogni-tive strategies in the final measurement. 2024-08-31T00:00:00Z https://hdl.handle.net/10259/5840 Tabla 4. ANCOVA de un factor de efectos fijos (año de docencia primer año de la pandemia por la COVID 19 vs. segundo año), covariable (tipo de titulación) respecto de la satisfacción y de las respuestas de aprendizaje Sáiz Manzanares, María Consuelo; Casanova, Joana R.; Lencastre, José Alberto; Almeida, Leandro; Martín Antón, Luis Jorge Higher Education is the driving force behind the social and economic development of countries, the ultimate aim of which is to provide quality academic training. At present, teaching-learning models in virtual environments imply important challenges, specifically in the current situation of the COVID-19 health crisis. Some of these challenges will be addressed in this paper. In this study we worked with 224 third-year undergraduate students in Health Sciences degrees over two academic years during the pandemic situation. The objectives were 1) to check whether there were significant differences in student satisfaction with the teaching process in the first year of the pandemic (e-Learning teaching) vs. the second year (b-Learning teaching); 2) to check whether there were significant differences in academic results between the two groups. A quantitative research (a 2x2 factorial design and ANOVA and ANCOVA analyses were applied) and a qualitative research (a comparative design and categorisation analysis and co-occurrence analysis were applied) were carried out. The results indicate differences in some aspects of satisfaction and learning outcomes in favour of teaching in the second year. Students rated positively the use of active methodologies and technological resources, although they concluded that these required more work time. 2021-01-01T00:00:00Z