Protocolo verbal en la identificación de habilidades de auto-regulación
Resumen
El presente documento contiene los resultados de una investigación de corte cualitativo cuyo propósito se centró en la comparación de los resultados obtenidos a través de un cuestionario de auto-reporte denominado Test Motivated Strategies for Learning Questionnaire (MSLQ) (Printich et al., 1991). Esta comparación indagó la forma más eficaz para obtener ciertos elementos característicos en tres estudiantes: su auto-eficacia, uso de estrategias cognitivas y metacognitivas, y manejo de recursos que disponen o emplean cuando se enfrentan a un ambiente de aprendizaje basado en la web. La técnica utilizada se denomina protocolo verbal (Newell y Simon, 1972), y a través de ella se hizo posible determinar tres rutas de aprendizaje y visualizar que tan autorregulado era el estudiante en su proceso de aprendizaje. Además evidenció el mejoramiento del logro académico del estudiante cuando éste utiliza un andamiaje metacognitivo fijo.
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