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    Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10259/9521

    Título
    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
    Autor
    Sáiz Manzanares, María ConsueloAutoridad UBU Orcid
    Martin, Caroline FrançoiseAutoridad UBU
    González Díez, IreneAutoridad UBU Orcid
    Jiménez Eguizábal, AlfredoAutoridad UBU Orcid
    Calvo Rodríguez, Alberto
    Varela Vázquez, CarmenAutoridad UBU
    Almeida, Leandro
    Velasco Saiz, Rut
    Editorial
    Universidad de Burgos
    Fecha de publicación
    2024-08-31
    Cobertura temporal
    start=2022; end=2023
    DOI
    10.36443/10259/9521
    Resumen
    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.
    Palabras clave
    Metacognitive strategies
    Collaborative group
    Monitoring
    Higher education
    Problem-based learning
    Materia
    Enseñanza superior
    Education, Higher
    Psicología
    Psychology
    URI
    http://hdl.handle.net/10259/9521
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