El rol de las estrategias metacognitivas en la enseñanza semipresencial: hábitos de estudio y comprensión lectora
DOI:
https://doi.org/10.5944/ried.25.2.32056Palabras clave:
comprensión del texto, método de estudio, estrategia de aprendizaje, aprendizaje autorregulado, estrategias metacognitivas, enseñanza semipresencialResumen
Las estrategias metacognitivas son fundamentales, ya que permiten gestionar el proceso de aprendizaje propio. Esto es especialmente importante en la educación superior y en la enseñanza semipresencial porque requiere una mayor independencia. Este estudio pretende determinar la importancia de las estrategias metacognitivas tanto en los hábitos de estudio como en la comprensión lectora en la enseñanza semipresencial. Para ello, se utilizan estrategias metacognitivas a través de una herramienta digital en un contexto de aprendizaje semipresencial. Se utilizó el test SRSI-SR para evaluar los hábitos de estudio y el ARATEX-R para evaluar la lectura de textos antes y después de un curso de maestría. La muestra del estudio incluyó a 112 estudiantes de diversas disciplinas; la mitad de ellos utilizó la herramienta como parte del grupo de investigación, y la otra mitad no la utilizó como parte del grupo de control. Los resultados muestran que el uso de las estrategias metacognitivas ha facilitado especialmente la organización de la tarea en cuanto a los hábitos de estudio. En la comprensión lectora, las estrategias metacognitivas favorecieron especialmente la gestión de la motivación, la evaluación de la comprensión y la planificación. Se concluye que el uso de estrategias metacognitivas tiene un peso significativo, por lo que estos hallazgos sugieren la inclusión de estrategias metacognitivas en la enseñanza semipresencial para mejorar los hábitos de estudio y la comprensión lectora en los estudiantes y, así, mejoran sus resultados de aprendizaje. Las conclusiones obtenidas permiten profundizar el conocimiento científico sobre cómo influyen estas estrategias en el aprendizaje.
ARTÍCULO COMPLETO:
https://revistas.uned.es/index.php/ried/article/view/32056/25363
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