Monitoring Metacognitive Strategies Use During Interaction Collaborative Groups

This 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 colla...

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Authors: Sáiz Manzanares, María Consuelo, Martin, Caroline Françoise, González Díez, Irene, Jiménez Eguizábal, Alfredo, Calvo Rodríguez, Alberto, Varela Vázquez, Carmen, Almeida, Leandro, Velasco Saiz, Rut
Format: article
Status:Published version
Publication Date:2024
Country:España
Institution:Universidad de Burgos (UBU)
Repository:Repositorio Institucional de la Universidad de Burgos (RIUBU)
OAI Identifier:oai:riubu.ubu.es:10259/10272
Online Access:http://hdl.handle.net/10259/10272
Access Level:Open access
Keyword:Metacognitive strategies
Collaborative group
Monitoring
Higher education
Educación
Tecnología
Enseñanza superior
Psicología
Informática
Education
Technology
Education, Higher
Psychology
Computer science
id ES_7db8f32f60fc3a211dc5b64947bb60b0
oai_identifier_str oai:riubu.ubu.es:10259/10272
network_acronym_str ES
network_name_str España
repository_id_str
spelling Monitoring Metacognitive Strategies Use During Interaction Collaborative GroupsSáiz Manzanares, María ConsueloMartin, Caroline FrançoiseGonzález Díez, IreneJiménez Eguizábal, AlfredoCalvo Rodríguez, AlbertoVarela Vázquez, CarmenAlmeida, LeandroVelasco Saiz, RutMetacognitive strategiesCollaborative groupMonitoringHigher educationEducaciónTecnologíaEnseñanza superiorPsicologíaInformáticaEducationTechnologyEducation, HigherPsychologyComputer scienceThis 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 the following: (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 monitoring during collaborative interaction. (3) To 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 favor of the collaborative groups of the biomedical engineering students. Also, students who participated in monitoring collaborative groups in both clusters obtained better learning outcomes. Lastly, the assignment groups were exactly related to the collaboration groups with respect to the use of metacognitive strategies in the final measurement.This research was part of the project “Voice assistants and artificial intelligence in Moodle: a path to a smart university” -SmartLearnUni-. Project number: PID2020-117111RB-I00, funded by Agencia Estatal de Investigación. Ministerio de Ciencia e Innovación y Universidades. Gobierno de España.MDPI202520252024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://hdl.handle.net/10259/10272reponame:Repositorio Institucional de la Universidad de Burgos (RIUBU)instname:Universidad de Burgos (UBU)InglésEducation Sciences. 2024, V. 14, n. 11, 1205https://doi.org/10.3390/educsci14111205Atribución 4.0 Internacionalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:riubu.ubu.es:10259/102722026-05-28T07:56:11Z
dc.title.none.fl_str_mv Monitoring Metacognitive Strategies Use During Interaction Collaborative Groups
title Monitoring Metacognitive Strategies Use During Interaction Collaborative Groups
spellingShingle Monitoring Metacognitive Strategies Use During Interaction Collaborative Groups
Sáiz Manzanares, María Consuelo
Metacognitive strategies
Collaborative group
Monitoring
Higher education
Educación
Tecnología
Enseñanza superior
Psicología
Informática
Education
Technology
Education, Higher
Psychology
Computer science
title_short Monitoring Metacognitive Strategies Use During Interaction Collaborative Groups
title_full Monitoring Metacognitive Strategies Use During Interaction Collaborative Groups
title_fullStr Monitoring Metacognitive Strategies Use During Interaction Collaborative Groups
title_full_unstemmed Monitoring Metacognitive Strategies Use During Interaction Collaborative Groups
title_sort Monitoring Metacognitive Strategies Use During Interaction Collaborative Groups
dc.creator.none.fl_str_mv Sáiz Manzanares, María Consuelo
Martin, Caroline Françoise
González Díez, Irene
Jiménez Eguizábal, Alfredo
Calvo Rodríguez, Alberto
Varela Vázquez, Carmen
Almeida, Leandro
Velasco Saiz, Rut
author Sáiz Manzanares, María Consuelo
author_facet Sáiz Manzanares, María Consuelo
Martin, Caroline Françoise
González Díez, Irene
Jiménez Eguizábal, Alfredo
Calvo Rodríguez, Alberto
Varela Vázquez, Carmen
Almeida, Leandro
Velasco Saiz, Rut
author_role author
author2 Martin, Caroline Françoise
González Díez, Irene
Jiménez Eguizábal, Alfredo
Calvo Rodríguez, Alberto
Varela Vázquez, Carmen
Almeida, Leandro
Velasco Saiz, Rut
author2_role author
author
author
author
author
author
author
dc.subject.none.fl_str_mv Metacognitive strategies
Collaborative group
Monitoring
Higher education
Educación
Tecnología
Enseñanza superior
Psicología
Informática
Education
Technology
Education, Higher
Psychology
Computer science
topic Metacognitive strategies
Collaborative group
Monitoring
Higher education
Educación
Tecnología
Enseñanza superior
Psicología
Informática
Education
Technology
Education, Higher
Psychology
Computer science
description This 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 the following: (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 monitoring during collaborative interaction. (3) To 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 favor of the collaborative groups of the biomedical engineering students. Also, students who participated in monitoring collaborative groups in both clusters obtained better learning outcomes. Lastly, the assignment groups were exactly related to the collaboration groups with respect to the use of metacognitive strategies in the final measurement.
publishDate 2024
dc.date.none.fl_str_mv 2024
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10259/10272
url http://hdl.handle.net/10259/10272
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Education Sciences. 2024, V. 14, n. 11, 1205
https://doi.org/10.3390/educsci14111205
dc.rights.none.fl_str_mv Atribución 4.0 Internacional
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Atribución 4.0 Internacional
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:Repositorio Institucional de la Universidad de Burgos (RIUBU)
instname:Universidad de Burgos (UBU)
instname_str Universidad de Burgos (UBU)
reponame_str Repositorio Institucional de la Universidad de Burgos (RIUBU)
collection Repositorio Institucional de la Universidad de Burgos (RIUBU)
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869411684645339136
score 15,811543

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