Application of Metacognitive Scaffolding Based on Learning Diaries in E-learning

Authors

DOI:

https://doi.org/10.5944/ried.26.2.36252

Keywords:

metacognitive scaffolding, self-regulation, e-learning, learning diaries

Abstract

The present research addresses the study of the impact of the use of metacognitive scaffolding on learning outcomes and participation in university students who study online. Based on a mixed research approach, the design of a metacognitive scaffolding based on a learning diary oriented to continuous reflection and its application in an experimental group is addressed. Through content analysis of the student’s reflections, the most important factors in the process of self-regulation are identified. Furthermore, the grades and participation of the students and the monitoring of their work on the digital platform are compared with a control group, with the aim of analyzing the impact of scaffolding on their results. From this experience, it is concluded that the application of metacognitive scaffolding as a self-regulation strategy has a significant impact in favor of the students during the development and monitoring of the subject, showing a higher level of involvement in the activities and use of digital tools. However, no significant differences were found in the results of the exams and the use of communication tools on the platform. In conclusion, the application of scaffolding can help to generate a more homogeneous overall learning experience among learners in the same group and, in turn, improve the results related to learning by doing.

FULL ARTICLE:
https://revistas.uned.es/index.php/ried/article/view/36252/27666

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Author Biographies

Cristina Villalonga-Gómez, Universidad Nebrija (Spain)

Ph.D. in Communication and Education in Digital Environments, Master in Communication and Education on the Web and Master in Social Networks and Digital Learning from the UNED, and Degree in Journalism from the Autonomous University of Barcelona. Her professional and research activity revolves around two axes: the development of media and digital skills in educational contexts and teaching methods and learning strategies in virtual and hybrid environments. She is a member of the Group on Cognition, Education, and Individual Differences (CEDI) at Nebrija University and collaborates with the Research Group on Digital Communication and Information (GICID) at the University of Zaragoza. In terms of teaching, she teaches subjects related to the same field, digital and media skills, and digital pedagogy.

Marçal Mora-Cantallops, Universidad de Alcalá, UAH (Spain)

Marçal Mora-Cantallops holds a degree in Industrial Engineering and Computer Engineering from the UPC, a Master in Data Science from the University of Alcalá and a PhD in Communication, Information and Technology in the Network Society from the same university. His research fields revolve around the application of computational techniques (Artificial Intelligence, Machine Learning) in other fields, such as Social Sciences. In addition, he researches on Social Networks (SNA/CNA) and Game Studies, including game dynamics and the issue of preserving digital legacy. He has more than a dozen high impact articles, conference papers and multiple projects in which he has participated.

Lorena Delgado-Reverón, Universidad Nebrija (Spain)

PhD student in Education and Cognitive Processes at Nebrija University. Master in Educational Psychology from the Autonomous University of Madrid and Degree in Psychology from the University of La Laguna (mention in educational psychology). She has focused his work experience on the design and techno-pedagogical advice of online and blended programs of the Nebrija University, in the Alfa-GUIA Project of the European Union (led by the Polytechnic University of Madrid) for the study and prevention of dropout in higher education. With areas of interest and research in learning analytics, the development of digital competences in university teaching staff, prevention of dropping out in higher education, study of the cognitive and metacognitive processes involved in learning in digital environments and improvement of quality processes in these environments, in recent years he has focused his main interest on the study of implicit theories about teaching and learning in virtual environments by university faculty.

She currently works as Director of Global Campus Nebrija, the Digital Education Unit of Nebrija University and is part of the Research Group on Cognition, Education and Individual Differences (CEDI) of the same University.

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Published

2023-03-20

How to Cite

Villalonga-Gómez, C., Mora-Cantallops, M., & Delgado-Reverón, L. (2023). Application of Metacognitive Scaffolding Based on Learning Diaries in E-learning. RIED. Revista Iberoamericana de Educación a Distancia, 26(2), 219–236. https://doi.org/10.5944/ried.26.2.36252

Issue

Vol. 26 No. 2 (2023): Special Issue. Evidence of Learning in Educational Practices Mediated by Digital Technologies

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Special Issue

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