Estado del arte: metacognición y aprendizaje autorregulado durante la pandemia por covid-19
DOI:
https://doi.org/10.17227/rce.num93-19705Palabras clave:
aprendizaje, autoaprendizaje, autoregulación, aprendiza en línea, educación virtual, estrategias de aprendizajeResumen
En el presente artículo se da cuenta de cómo la pandemia desatada por el covid-19 detonó una transformación en el ámbito educativo, e impulsó a docentes y estudiantes a adaptarse a métodos no convencionales, usualmente sin una preparación adecuada. Esta transición repentina a la enseñanza en línea ha traído una serie de consecuencias educativas y psicológicas, y ha intensificado los niveles de estrés e insatisfacción en ambos grupos. En este contexto, los estudiantes han tenido que autorregular su aprendizaje y asumir responsabilidades como la planificación, el monitoreo y la evaluación de su propio progreso. Sin embargo, en la mayoría de los casos, se han enfrentado a esta nueva realidad sin recibir una orientación clara o instrucciones específicas para integrar estas estrategias en su proceso de aprendizaje. Dada la indiscutible relevancia e interés sobre estos temas, en este artículo se realiza un mapeo científico que permita establecer cuáles fueron las tendencias en las que se enmarcó la investigación mundial sobre metacognición y aprendizaje regulado durante la pandemia. Para ello, se realizó un rastreo en las bases de datos Scopus y Web of Science, y a través de herramientas y técnicas bibliométricas se identificaron las principales líneas o tendencias en estos campos. Según los resultados, las investigaciones se centraron en tres áreas especialmente, la educación en línea, la salud mental e inteligencia emocional y la tecnología y educación. Finalmente, tras el análisis de estas tres categorías, se propone una agenda para futuras investigaciones.
Descargas
Citas
Ahshan, R. (2021). A framework of implementing strategies for active student engagement in remote/online teaching and learning during the COVID-19 pandemic. Education Sciences, 11(9), 483. https://doi.org/10.3390/educsci11090483
Akyıldız, S. T., & Kaya, V. D. (2021). Examining the prospective teachers’ metacognitive learning strategies and their self-regulated online learning level during emergency remote education period. International Journal of Contemporary Educational Research, 8(4), 144-157. https://doi.org/10.33200/ijcer.912897
Albani, A., Ambrosini, F., Mancini, G., Passini, S., & Biolcati, R. (2023). Trait emotional intelligence and self-regulated learning in university students during the COVID-19 pandemic: The mediation role of intolerance of uncertainty and COVID-19 perceived stress. Personality and Individual Differences, 203, 111999. https://doi.org/10.1016/j.paid.2022.111999
Alserhan, S., Alqahtani, T. M., Yahaya, N., Al-Rahmi, W. M., & Abuhassna, H. (2023). Personal learning environments: Modeling students’ self-regulation enhancement through a learning management system platform. IEEE Access, 11, 5464-5482. https://doi.org/10.1109/ACCESS.2023.3236504
Amin, M. M., & Paiman, N. (2022). University English language teachers’ use of digital platforms for online teaching. International Journal of Emerging Technologies in Learning (iJET), 17(20), 134-148. https://doi.org/10.3991/ijet.v17i20.31421
An, J., Oh, J., & Park, K. (2022). Self-regulated learning strategies for nursing students: A pilot randomized controlled trial. International Journal of Environmental Research and Public Health, 19(15). https://doi.org/10.3390/ijerph19159058
Aria, M., & Cuccurullo, C. (2017). Bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959-975. https://doi.org/10.1016/j.joi.2017.08.007
Aria, M., Misuraca, M., & Spano, M. (2020). Mapping the evolution of social research and data science on 30 years of social indicators research. Social Indicators Research, 149(3), 803-831. https://doi.org/10.1007/s11205-020-02281-3
Cui, Y. (2021). Self-efficacy for self-regulated learning and Chinese students’ intention to use online learning in COVID-19: A moderated mediation model. International Journal of Information and Education Technology (iJET), 11(11), 532-537. https://doi.org/10.18178/ijiet.2021.11.11.1561
Dai, W., Li, Z., & Jia, N. (2022). Self-regulated learning, online mathematics learning engagement, and perceived academic control among Chinese junior high school students during the COVID-19 pandemic: A latent profile analysis and mediation analysis. Frontiers in Psychology, 13, 1042843. https://doi.org/10.3389/fpsyg.2022.1042843
Demirdogen, E. S., Orak, I., Cansever, O. M., Warikoo, N., & Yavuz, M. (2022). The associations between metacognition problems, mindfulness, and internalizing symptoms in university students quarantined due to COVID-19 in Turkey. Perspectives in Psychiatric Care, 58(2), 560-567. https://doi.org/10.1111/ppc.13027
Di Vaio, A., Palladino, R., Pezzi, A., & Kalisz, D. E. (2021). The role of digital innovation in knowledge management systems: A systematic literature review. Journal of Business Research, 123, 220-231. https://doi.org/10.1016/j.jbusres.2020.09.042
Donthu, N., Kumar, S., & Pattnaik, D. (2020). Forty-five years of Journal of Business Research: A bibliometric analysis. Journal of Business Research, 109, 1-14. https://doi.org/10.1016/j.jbusres.2019.10.039
Duque, P., & Oliva, E. J. D. (2022). Tendencias emergentes en la literatura sobre el compromiso del cliente: un análisis bibliométrico. Estudios Gerenciales, 38(162), 120-132. https://doi.org/10.18046/j.estger.2022.162.4528
Duque, P., Meza, O. E., Giraldo, D., & Barreto, K. (2021). Economía social y economía solidaria: un análisis bibliométrico y revisión de literatura. Revesco: Revista de Estudios Cooperativos, 138, e75566. https://doi.org/10.5209/reve.75566
Duque, P., Trejos, D., Hoyos, O., & Mesa, J. C. C. (2021). Finanzas corporativas y sostenibilidad: un análisis bibliométrico e identificación de tendencias. Semestre Económico, 24(56), 25-51. https://doi.org/10.22395/seec.v24n56a1
Eradze, M., Bardone, E., & Dipace, A. (2021). Theorising on COVID-19 educational emergency: Magnifying glasses for the field of educational technology. Learning, Media and Technology, 46(4), 404-419. https://doi.org/10.1080/17439884.2021.1961802
González, C. (2022). Análisis de un entorno tecnológico diseñado durante la pandemia para fomentar la autorregulación del aprendizaje en educación preuniversitaria. Edutec: Revista Electrónica de Tecnología Educativa, (80). https://doi.org/10.21556/edutec.2022.80.251
Barbosa Camacho, F. J., et al. (2022). Depression, anxiety, and academic performance in COVID-19: A cross-sectional study. BMC Psychiatry, 22(1), 1-10. https://doi.org/10.1186/s12888-022-04062-3
Blondel, V. D., Guillaume, J. L., Lambiotte, R., & Lefebvre, E. (2008). Fast unfolding of communities in large networks. Journal of Statistical Mechanics, 2008(10), P10008. https://doi.org/10.1088/1742-5468/2008/10/P10008
Calamlam, J. M., Ferran, F., & Macabali, L. G. (2022). Perception on research methods course’s online environment and self-regulated learning during the COVID-19 pandemic. E-Learning and Digital Media, 19(1), 93-119. https://doi.org/10.1177/20427530211027722
Callender, A. A., Franco-Watkins, A. M., & Roberts, A. S. (2016). Improving metacognition in the classroom through instruction, training, and feedback. Metacognition and Learning, 11(2), 215-235. https://doi.org/10.1007/s11409-015-9142-6
Castellanos, J. D. G., Hurtado, P. L. D., Barahona, L., & Peña, E. (2022). Marco de referencia y tendencias de investigación de economía colaborativa. Revista En-contexto, 10(16), 267-292. https://doi.org/10.53995/23463279.1159
Chen, C. (2017). Science mapping: A systematic review of the literature. Journal of Data and Information Science, 2(2), 1-40. https://par.nsf.gov/servlets/purl/10063059
Chick, R. C., Clifton, G. T., Peace, K. M., Propper, B. W., Hale, D. F., Alseidi, A. A., & Vreeland, T. J. (2020). Using technology to maintain the education of residents during the COVID-19 pandemic. Journal of Surgical Education, 77(4), 729-732. https://doi.org/10.1016/j.jsurg.2020.03.018
Christopoulos, A., & Sprangers, P. (2021). Integration of educational technology during the COVID-19 pandemic: An analysis of teacher and student receptions. Cogent Education, 8(1), 1964690. https://doi.org/10.1080/2331186X.2021.1964690
Cramarenco, R. E., Burcǎ-Voicu, M. I., & Dabija, D. C. (2023). Student perceptions of online education and digital technologies during the COVID-19 pandemic.Grisales, A., Robledo, S., & Zuluaga, M. (2023). Topic modeling: Perspectives from a literature review. IEEE Access, 11, 4066-4078. https://doi.org/10.1109/ACCESS.2022.3232939
Gupta, P., & Bamel, U. (2023). Need for metacognition and critical thinking in the e-learning ecosystem: The new normal in post COVID era. Global Business and Organizational Excellence, 43(1), 104-120. https://doi.org/10.1002/joe.22208
Hadwin, A. F., Sukhawathanakul, P., Rostampour, R., & Bahena-Olivares, L. M. (2022). Do self-regulated learning practices and intervention mitigate the impact of academic challenges and COVID-19 distress on academic performance during online learning? Frontiers in Psychology, 13, 813529. https://doi.org/10.3389/fpsyg.2022.813529
Herman, I., Melancon, G., & Marshall, M. S. (2000). Graph visualization and navigation in information visualization: A survey. IEEE Transactions on Visualization and Computer Graphics, 6(1), 24-43. https://doi.org/10.1109/2945.841119
He, W., Zhao, L., & Su, Y. S. (2022). Effects of online self-regulated learning on learning ineffectiveness in the context of COVID-19. The International Review of Research in Open and Distributed Learning, 23(2), 25-43. https://doi.org/10.19173/irrodl.v23i2.5775
Holzer, J., Lüftenegger, M., Korlat, S., Pelikan, E., Salmela-Aro, K., Spiel, C., & Schober, B. (2021). Higher education in times of COVID-19: University students’ basic need satisfaction, self-regulated learning, and well-being. AERA Open, 7, 23328584211003164. https://doi.org/10.1177/23328584211003164
Homolak, J., Kodvanj, I., & Virag, D. (2020). Preliminary analysis of COVID-19 academic information patterns: A call for open science in the times of closed borders. Scientometrics, 124(3), 2687-2701. https://doi.org/10.1007/s11192-020-03587-2
Hong, J. C., Lee, Y.-F., & Ye, J.-H. (2021). Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown. Personality and Individual Differences, 174, 110673. https://doi.org/10.1016/j.paid.2021.110673
Hoyos, O., Castro Duque, M., León, N. T., Salazar, D. T., Montoya Restrepo, L. A., Montoya Restrepo, I. A., & Duque, P. (2023). Gobierno corporativo y desarrollo sostenible: un análisis bibliométrico. Revista CEA, 9(19), e2190-e2190. https://doi.org/10.22430/24223182.2190
Hoyos, O., Duque, P., García, D., & Giraldo, S. (2022). Producción científica sobre economía verde y sostenibilidad: una revisión de la investigación mundial. Faces: Revista de la Facultad de Ciencias Económicas y Sociales, 30(2), 77-99. https://doi.org/10.18359/rfce.5846
Huntley, C., Young, B., Tudur Smith, C., Jha, V., & Fisher, P. (2022). Testing times: The association of intolerance of uncertainty and metacognitive beliefs to test anxiety in college students. BMC Psychology, 10(1), 6. https://doi.org/10.1186/s40359-021-00710-7
Hurtado, P. D., & Ortiz, D. O. (2022). Perspectivas y tendencias de investigación en emprendimiento social. Desarrollo Gerencial, 14(1), 1-26. https://doi.org/10.17081/dege.14.1.5082
Hurtado, P. L. D., Castellanos, J. D. G., & Giraldo, M. F. (2023). Análisis de la red de investigaciones sobre innovación social. Revista de Ciencias Sociales, 29(4), 230-246. https://doi.org/10.31876/rcs.v29i4.41250
Iacolino, C., Cervellione, B., Isgrò, R., Lombardo, E. M. C., Ferracane, G., Barattucci, M., & Ramaci, T. (2023). The role of emotional intelligence and metacognition in teachers’ stress during pandemic remote working: A moderated mediation model. European Journal of Investigation in Health, Psychology and Education, 13(1), 81-95. https://doi.org/10.3390/ejihpe13010006
Ihm, L., Zhang, H., Van Vijfeijken, A., & Waugh, M. G. (2021). Impacts of the COVID-19 pandemic on the health of university students. The International Journal of Health Planning and Management, 36(3), 618-627. https://doi.org/10.1002/hpm.3145
Jacomy, M., Venturini, T., Heymann, S., & Bastian, M. (2014). ForceAtlas2, a continuous graph layout algorithm for handy network visualization designed for the Gephi software. PLoS One, 9(6), e98679. https://doi.org/10.1371/journal.pone.0098679
Jehi, T., Khan, R., Dos Santos, H., & Majzoub, N. (2022). Effect of COVID-19 outbreak on anxiety among students of higher education: A review of literature. Current Psychology, 42, 17475-17489. https://doi.org/10.1007/s12144-021-02587-6
Jia, M. (2022). The influence of distance learning during COVID-19 pandemic on student’s self-regulated learning in higher education: A qualitative study. En Proceedings of the 5th International Conference on Digital Technology in Education (pp. 47-52). Association for Computing Machinery. https://doi.org/10.1145/3488466.3488492
Lee, D., Watson, S. L., & Watson, W. R. (2020). The relationships between self-efficacy, task value, and self-regulated learning strategies in massive open online courses. The International Review of Research in Open and Distributed Learning, 21(1), 23-39. https://doi.org/10.19173/irrodl.v20i5.4389
Leydesdorff, L. (1987). Various methods for the mapping of science. Scientometrics, 11(5), 295-324. https://doi.org/10.1007/BF02279351
Loaiza, Y., Olga, P. M., & Duque, P. (2022). What is new in metacognition research? Answers from current literature. Educación y Educadores, 25(3), e2535. https://doi.org/10.5294/edu.2022.25.3.5
Maor, R., Levi, R., Mevarech, Z., Paz-Baruch, N., Grinshpan, N., Milman, A., Shlomo, S., & Zion, M. (2023). Difference between zoom-based online versus classroom lesson plan performances in creativity and metacognition during COVID-19 pandemic. Learning Environments Research, 26, 803-822. https://doi.org/10.1007/s10984-023-09455-z
Maqsood, A., Abbas, J., Rehman, G., & Mubeen, R. (2021). The paradigm shift for educational system continuance in the advent of COVID-19 pandemic: Mental health challenges and reflections. Current Research in Behavioral Sciences, 2, 100011. https://doi.org/10.1016/j.crbeha.2020.100011
Martín Martín, A., Orduna Malea, E., Thelwall, M., & Delgado López Cózar, E. (2018). Google Scholar, Web of Science, and Scopus: A systematic comparison of citations in 252 subject categories. Journal of Informetrics, 12(4), 1160-1177. https://doi.org/10.1016/j.joi.2018.09.002
Mathieu, B., Sebastien, H., & Mathieu, J. (2009). Gephi: An open source software for exploring and manipulating networks. International AAAI Conference on Weblogs and Social Media. https://gephi.org/users/publications/
Meier, F. (2020). Social network analysis as a tool for data analysis and visualization in information behaviour and interactive information retrieval research. En Proceedings of the 2020 Conference on Human Information Interaction and Retrieval (pp. 477-480). Association for Computing Machinery. https://doi.org/10.1145/3343413.3378018
Mogollón, J. O., Andrade, J. M. M., & Duque, P. (2022). Responsabilidad social empresarial y América Latina: una revisión de literatura. Equidad y Desarrollo, 1(40), 3. https://doi.org/10.19052/eq.vol1.iss40.3
Nguyen, V. T. T., & Chen, H. L. (2023). Examining impacts of information system success and perceived stress on students’ self-regulated learning mediated by intrinsic motivation in online learning environments: second-order structural equation modelling analyses. Education and Information Technologies, 28, 12945-12968. https://doi.org/10.1007/s10639-023-11685-w
Noyons, E. C. M., Moed, H. F., & Van Raan, A. F. J. (1999). Integrating research performance analysis and science mapping. Scientometrics, 46(3), 591-604. https://doi.org/10.1007/BF02459614
Nuankaew, P. (2022). Self-regulated learning model in educational data mining. International Journal of Emerging Technologies in Learning (iJET), 17(17), 4-27. https://doi.org/10.3991/ijet.v17i17.23623
Pelikan, E. R., Lüftenegger, M., Holzer, J., Korlat, S., Spiel, C., & Schober, B. (2021). Learning during COVID-19: The role of self-regulated learning, motivation, and procrastination for perceived competence. Zeitschrift für Erziehungswissenschaft: ZfE, 24(2), 393-418. https://doi.org/10.1007/s11618-021-01002-xPérez, R., & Torres Delgado, G. (2023). Evaluation-self-regulated learning in higher education in a digital environment under vulnerable conditions and confinement due to COVID-19: Self-regulated learning in a digital environment under vulnerable conditions. En Proceedings of the 6th International Conference on Digital Technology in Education (pp. 137-144). Association for Computing Machinery. https://doi.org/10.1145/3568739.3568764
Pirrone, C., Di Corrado, D., Privitera, A., Castellano, S., & Varrasi, S. (2022). Students’ mathematics anxiety at distance and in-person learning conditions during COVID-19 pandemic: Are there any differences? An exploratory study. Education Sciences, 12(6), 379. https://doi.org/10.3390/educsci12060379
Pogorskiy, E., & Beckmann, J. F. (2023). From procrastination to engagement? An experimental exploration of the effects of an adaptive virtual assistant on self-regulation in online learning. Computers and Education: Artificial Intelligence, 4, 100111. https://doi.org/10.1016/j.caeai.2022.100111
Pranckutė, R. (2021). Web of Science (WoS) and Scopus: The titans of bibliographic information in today’s academic world. Publications, 9(1), 12. https://doi.org/10.3390/publications9010012
Raza, A., & Hasib, M. (2023). Digital transformation of education toward successful internships: A methodology developed over seven years and tested during COVID-19. IEEE Transactions on Education, 66(3), 244-253. https://doi.org/10.1109/TE.2022.3221842
Reimers, F. M., Schleicher, A., OECD, Meroni, C., Milano, A., & Metropolitana, C. (2020). A framework to guide an education response to the COVID-19 pandemic of 2020. Organisation for Economic Co-operation and Development (OECD). https://iccittadichiari.edu.it/wp-content/uploads/2020/07/COVID19_LG-settore-istruzione_OCSE_maggio-2020_ESTRATTO.pdf
Restrepo, C. A. D., Patiño, M., Duque, P., Cervantes, L. S. C., & Rivera, A. F. (2023). Financial performance in small and medium-sized enterprises (SMEs): A bibliometric analysis of scientific production. Apuntes del Cenes, 42(75), 45-80. https://doi.org/10.19053/01203053.v42.n75.2023.14714
Robledo, S., Duque, P., & Aguirre, A. M. G. (2023). Word of mouth marketing: A scientometric analysis. Journal of Scientometric Research, 11(3), 436-446. https://doi.org/10.5530/jscires.11.3.47
Robledo, S., Eider, V. J., Darío, D. M. N., & Duque Uribe, V. (2022). Networking as an entrepreneurial marketing tool: The link between effectuation and word of mouth. Journal of Research in Marketing and Entrepreneurship, 25(2), 270-285. https://doi.org/10.1108/JRME-08-2020-0112
Robledo, S., Zuluaga, M., Valencia Hernández, L. A., Arbeláez Echeverri, O. A. E., Duque, P., & Alzate Cardona, J. D. (2022). Tree of science with Scopus: A shiny application. Issues in Science and Technology Librarianship, (100). https://doi.org/10.29173/istl2698
Rodríguez, A. M. B., Hurtado, P. L. D., & Villegas, V. L. M. (2022). Neurociencia y comportamiento del consumidor: análisis estadístico de su evolución y tendencias en su investigación. Cuadernos Latinoamericanos de Administración, 18(35). https://doi.org/10.18270/cuaderlam.v18i35.3855
Sáez-Delgado, F., López-Angulo, Y., Nicole Arias-Roa, N., & Mella-Norambuena, J. (2022). Revisión sistemática sobre autorregulación. Perspectiva Educacional, 61(2). http://dx.doi.org/10.4151/07189729-vol.61-iss.2-art.1247
Santamaría, M. D., Mondragon, N. I., Santxo, N. B., & Ozamiz-Etxebarria, N. (2021). Teacher stress, anxiety and depression at the beginning of the academic year during the COVID-19 pandemic. Global Mental Health, 8, e14. https://doi.org/10.1017/gmh.2021.14
Shahana, A. M., & Parthiban, A. S. M. (2021). The opportunities of uncertainties: Flexibility and adaptation needed in current climate. (ICT and Engineering) (vol. II). Lulu Publication. https://play.google.com/store/books/details?id=hAM1EAAAQBAJ
Stecuła, K., & Wolniak, R. (2022). Influence of COVID-19 pandemic on dissemination of innovative e-learning tools in higher education in Poland. Journal of Open Innovation: Technology, Market, and Complexity, 8(2), 89. https://doi.org/10.3390/joitmc8020089
Sutarni, N., Ramdhany, M. A., Hufad, A., & Kurniawan, E. (2021). Self-regulated learning and digital learning environment: Its effect on academic achievement during the pandemic. Jurnal Cakrawala Pendidikan, 40(2), 374-388. https://doi.org/10.21831/cp.v40i2.40718
Tekkol, İ. A., & Demirel, M. (2018). An investigation of self-directed learning skills of undergraduate students. Frontiers in Psychology, 9, 2324. https://doi.org/10.3389/fpsyg.2018.02324
Torres, D. A., Rodríguez, A. M. B., & Gutiérrez, P. A. E. (2022). COVID-19 in business, management, and economics: Research perspectives and bibliometric analysis. BAR: Brazilian Administration Review, 19(3), e220016. https://doi.org/10.1590/1807-7692bar2022220016
Valencia Hernández, D. S., Robledo, S., Pinilla, R., Duque Méndez, N. D., & Olivar Tost, G. (2020). SAP algorithm for citation analysis: An improvement to Tree of Science. Ingeniería e Investigación, 40(1), 45-49. https://doi.org/10.15446/ing.investig.v40n1.77718
Virtanen, P., Niemi, H. M., & Nevgi, A. (2017). Active learning and self-regulation enhance student teachers’ professional competences. Australian Journal of Teacher Education, 42(12), 1. https://doi.org/10.14221/ajte.2017v42n12.1
Wang, J. K., Xue, H. Q., & Wu, X. F. (2023). Mental health and academic achievement among Chinese adolescents during COVID-19 pandemic: The mediating role of self-regulation learning. Social Psychology of Education: An International Journal, 26, 1001-1015. https://doi.org/10.1007/s11218-023-09772-4
Wang, F., Meng, F., Liu, S., Wang, S., Pan, L., & Lin, Z. (2022). Understanding learners’ metacognition of online teacher feedback amid COVID-19: A case study in a university livestream instruction context. Frontiers in Psychology, 13, 861845. https://doi.org/10.3389/fpsyg.2022.861845
Weight, K., & Bond, J. B. (2022). Metacognition as a mental health support strategy for students with anxiety. Journal of Education, 202(4), 452-462. https://doi.org/10.1177/0022057421996242
Xu, L., Duan, P., Padua, S. A., & Li, C. (2022). The impact of self-regulated learning strategies on academic performance for online learning during COVID-19. Frontiers in Psychology, 13, 1047680. https://doi.org/10.3389/fpsyg.2022.1047680
Yu, H., & Zhou, J. (2022). Social support and online self-regulated learning during the COVID-19 pandemic. Asia Pacific Journal of Education, 1-15. https://doi.org/10.1080/02188791.2022.2122021
Zalat, M. M., Hamed, M. S., & Bolbol, S. A. (2021). The experiences, challenges, and acceptance of e-learning as a tool for teaching during the COVID-19 pandemic among university medical staff. PLOS ONE, 16(3), e0248758. https://doi.org/10.1371/journal.pone.0248758
Zhang, T., Taub, M., & Chen, Z. (2021). Measuring the impact of COVID-19 induced campus closure on student self-regulated learning in physics online learning modules. En LAK21: 11th International Learning Analytics and Knowledge Conference (pp. 110-120). Association for Computing Machinery. https://doi.org/10.1145/3448139.3448150
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183. https://doi.org/10.3102/0002831207312909
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2024 Revista Colombiana de Educación
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
Todo el trabajo debe ser original e inédito. La presentación de un artículo para publicación implica que el autor ha dado su consentimiento para que el artículo se reproduzca en cualquier momento y en cualquier forma que la Revista Colombiana de Educación considere apropiada. Los artículos son responsabilidad exclusiva de los autores y no necesariamente representan la opinión de la revista, ni de su editor. La recepción de un artículo no implicará ningún compromiso de la Revista Colombiana de Educación para su publicación. Sin embargo, de ser aceptado los autores cederán sus derechos patrimoniales a la Universidad Pedagógica Nacional para los fines pertinentes de reproducción, edición, distribución, exhibición y comunicación en Colombia y fuera de este país por medios impresos, electrónicos, CD ROM, Internet o cualquier otro medio conocido o por conocer. Los asuntos legales que puedan surgir luego de la publicación de los materiales en la revista son responsabilidad total de los autores. Cualquier artículo de esta revista se puede usar y citar siempre que se haga referencia a él correctamente.
Métricas PlumX
