scholarly journals Modelo metacognitivo del estudiante para la generación de cursos personalizados

2021 ◽  
Vol 1 (1) ◽  
pp. 36-56
Author(s):  
Guillermo Rafael Domínguez de León ◽  
Adolfo Guzmán Arenas
Keyword(s):  
Student Performance ◽  
Metacognitive Skills ◽  
Student Model ◽  
Educational Content ◽  
Education Systems ◽  
Web Based ◽  
Metacognitive Processes ◽  
Proposed Model ◽  
Improve Student Performance ◽  
Web Based Education

En muchos de los estudiantes se observa un marcado desconocimiento de los procesos cognitivos, afectivos y metacognitivos implicados en el aprendizaje significativo. En este trabajo se propone la utilización de un modelo metacognitivo del estudiante para conocer sus fortalezas y debilidades, por medio del cual se puede obtener un perfil metacognitivo que sirve como base para el diseño de cursos personalizados en sistemas de educación basados en Internet. Se presentan los resultados obtenidos al aplicar este modelo en una escuela de nivel superior. El modelo propuesto esta respaldo por instrumentos que han comprobado su confiabilidad y son reconocidos y aceptados a nivel internacional. La intención de esta investigación es proponer una herramienta de fácil aplicación en las escuelas para mejorar el desempeño del estudiante al personalizar los contenidos educativos de los cursos en función del grado de desarrollo de sus habilidades metacognitivas. In many of the students a marked ignorance of their cognitive, affective and metacognitive processes involved in meaningful learning is observed. In this paper the use of a metacognitive student model is proposed to understand their strengths and weaknesses, through which you can get a metacognitive profile that serves as the basis for the design of custom courses in web based education systems. The results of applying this model at a university are presented. The proposed model is support by instruments that have proven their reliability and are recognized and internationally accepted. The purpose of this research is to propose a tool for easy implementation in schools to improve student performance by personalizing the educational content of the courses in the degree of development of their metacognitive skills.

An Exploratory Study of the Online Learning Environment

2013 ◽  
Vol 29 (1) ◽  
pp. 117-147 ◽  
Author(s):  
Cynthia J. Khanlarian ◽  
Rahul Singh
Keyword(s):  
Learning Environment ◽  
Student Performance ◽  
It Use ◽  
Environment Impact ◽  
Web Based ◽  
Improve Student Performance ◽  
Research Questions ◽  
The Impact ◽  
Relevant Factors ◽  
Significant Factors

ABSTRACT Web-based homework (WBH) is an increasingly important phenomenon. There is little research about its character, the nature of its impact on student performance, and how that impact evolves over an academic term. The primary research questions addressed in this study are: What relevant factors in a WBH learning environment impact students' performance? And how does the impact of these factors change over the course of an academic term? This paper examines and identifies significant factors in a WBH learning environment and how they impact student performance. We studied over 300 students using WBH extensively for their coursework, throughout a semester in an undergraduate class at a large public university. In this paper, we present factors in the WBH learning environment that were found to have a significant impact on student performance during the course of a semester. In addition to individual and technological factors, this study presents findings that demonstrate that frustration with IT use is a component of the learning environment, and as a construct, has a larger impact than usefulness on student performance at the end of a course. Our results indicate that educators may benefit from training students and engaging them in utility of co-operative learning assignments to mitigate the level of frustration with the software in the WBH learning environment and improve student performance.

Development of intelligent reusable learning objects for web-based education systems

2005 ◽  
Vol 28 (2) ◽  
pp. 273-283 ◽  
Author(s):  
Rubén Peredo Valderrama ◽  
Leandro Balladares Ocaña ◽  
Leonid B. Sheremetov
Keyword(s):  
Learning Objects ◽  
Education Systems ◽  
Web Based ◽  
Reusable Learning Objects ◽  
Web Based Education

Curriculum Development in Web-Based Education

2011 ◽  
pp. 1252-1258
Author(s):  
Johanna Lammintakanen
Keyword(s):  
Curriculum Development ◽  
Educational Policy ◽  
Educational Systems ◽  
Educational Content ◽  
Web Based ◽  
Good Education ◽  
Bologna Declaration ◽  
Paradigmatic Shift ◽  
Education Theory ◽  
Web Based Education

A paradigm shift has taken place in the last decade, with a move from traditional to Web-based education at different educational levels (Harasim, 2000; Karuppan, 2001; Kilby, 2001). Web-based education (WBE) has moved on from the delivery of educational content to Web-based sites with interactive functions (Carty & Philip, 2001). Concurrently, new innovative kinds of pedagogical experiments have shifted the paradigm from teaching to learning (Pahl, 2003). As summarised by Armstrong (2001), what educators have in fact realised is that a good Web-based education theory and good education theory are one and the same; the only difference is that WBE transcends the barriers of space and time. The paradigmatic shift has occurred as part of planned educational policy, while at the same time good international or national experiences have also supported the growth of WBE. In addition, there have been attempts to have more coherent and cohesive educational systems and degrees especially in the European context (The Bologna Declaration, 1999.)

Curriculum Development in Web-Based Education

2005 ◽  
pp. 675-679
Author(s):  
Johanna Lammintakanen ◽  
Sari Rissanen
Keyword(s):  
Curriculum Development ◽  
Educational Policy ◽  
Educational Systems ◽  
Educational Content ◽  
Web Based ◽  
Good Education ◽  
Bologna Declaration ◽  
Paradigmatic Shift ◽  
Education Theory ◽  
Web Based Education

A paradigm shift has taken place in the last decade, with a move from traditional to Web-based education at different educational levels (Harasim, 2000; Karuppan, 2001; Kilby, 2001). Web-based education (WBE) has moved on from the delivery of educational content to Web-based sites with interactive functions (Carty & Philip, 2001). Concurrently, new innovative kinds of pedagogical experiments have shifted the paradigm from teaching to learning (Pahl, 2003). As summarised by Armstrong (2001), what educators have in fact realised is that a good Web-based education theory and good education theory are one and the same; the only difference is that WBE transcends the barriers of space and time. The paradigmatic shift has occurred as part of planned educational policy, while at the same time good international or national experiences have also supported the growth of WBE. In addition, there have been attempts to have more coherent and cohesive educational systems and degrees especially in the European context (The Bologna Declaration, 1999.)

Interoperability of Web-Based Education Systems

2010 ◽  
pp. 360-377
Author(s):  
Natalia I. Hughson
Keyword(s):  
Global Education ◽  
Educational Systems ◽  
Education Systems ◽  
Web Based ◽  
Social System Theory ◽  
Scientific Principles ◽  
Potential Applications ◽  
Biological Concepts ◽  
Autopoietic Theory ◽  
Web Based Education

The global society is becoming a reality. Inevitably this leads onto questions around the generation and exploitation of knowledge. Education systems grow to be more complex and interdependent. The Web makes a large number of learning resources within reach of anyone with Internet access. However, many valuable resources are difficult to use due to the lack of interoperability among various education systems. In this chapter, the fundamental principles of interoperability of complex and dynamic global education system are presented. The contemporary approaches to systems theory, entropy and autopoietic theory, social system theory, sociocybernetics, the strengths and limitations of these approaches, and their potential applications in education are examined. The nature of educational systems can be linked to biological concepts. When education principles and cybernetics are combined, the resulting theory turns on scientific principles instead of philosophical speculations. Proper utilization of such principles provides methodology that increases the effectiveness of web-based education systems.

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