Examinando por Autor "Pereles, Ana"

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A digital world toolkit: enhancing teachers' metacognitive strategies for student digital literacy development
(Asociación Iberoamericana de Educación Superior a Distancia (AIESAD), 2024) Pereles, Ana; Ortega-Ruipérez, Beatriz; Lázaro, Miguel
La presente investigación analiza la relación entre el uso de estrategias metacognitivasy la mejora de la instrucción entre los docentes, centrándose especialmente en la alfabetización mediática y la gestión de la información de los estudiantes. Participaron en el estudio 252 profesores matriculados en el programa de máster en tecnología educativa de una universidad en línea. Primero, para evaluar los estilos de enseñanza y la integración de Internet en las aulas, se utiliza una metodología cuantitativa a través del uso del cuestionario PISA 2018. Los resultados indican la fiabilidad del instrumento en la medición de la alfabetización digital a través de las siete dimensiones abordadas (utilizar palabras clave, confiar en información de Internet, interpretar información relevante, comprender consecuencias de compartir datos, utilizar descriptores, detectar información subjetiva, detectar spam). Además, para evaluar el componente metacognitivo en vínculo con la alfabetización mediática, se utiliza la herramienta Metadig. Se observa que su empleo estimula la adquisición y el desarrollo de cada dimensión analizada. Los profesores que utilizan estrategias metacognitivas y promueven la alfabetización mediática mejoran el desarrollo de la competencia digital en el aula. Parece apropiado integrar en la formación del profesorado enfoques bien estructurados del aprendizaje autorregulado a través de la metacognición. La metacognición favorece la organización eficaz del aprendizaje, el control de la información y la comprensión del contexto, fomentando el aprendizaje autónomo. Estos esfuerzos promueven las competencias digitales en el uso de recursos en línea y, en última instancia, enriquecen los métodos de enseñanza y las estrategias de aprendizaje.
Impact of a Digital Tool to Improve Metacognitive Strategies for Self-Regulation During Text Reading in Online Teacher Education
(Informing Science Institute, 2024) Ortega-Ruipérez, Beatriz; Pereles, Ana; Lázaro, Miguel
The aim of the study is to test whether the perception of self-regulated learning during text reading in online teacher education is improved by using a digital tool for the use of metacognitive strategies for planning, monitoring, and selfassessment. The use of self-regulated learning is important in reading skills, and for students to develop self-regulated learning, their teachers must master it. Therefore, teaching strategies for self-regulated learning in teacher education is essential. The sample size was 252 participants with the tool used by 42% or the participants. A quasi-experimental design was used in a pre-post study. ARATEX-R, a text-based scale, was used to evaluate self-regulated learning. The 5-point Likert scale includes the evaluation of five dimensions: planning strategies, cognition management, motivation management, comprehension assessment and context management. A Generalized Linear Model was used to analyse the results. Using the tool to self-regulate learning has led to an improvement during text reading, especially in the dimensions of motivation management, planning management and comprehension assessment, key dimensions for text comprehension and learning. Participants who use the app perceive greater improvement, especially in the dimensions of motivation management (22,3%), planning management (19.9%) and comprehension assessment (24,6%), which are fundamental dimensions for self-regulation in text reading. This tool should be included in teacher training to enable reflection during the reading of texts, because it helps to improve three key types of strategies in selfregulation: (1) planning through planning management, (2) monitoring through motivation management and comprehension assessment, and (3) self-assessment through comprehension assessment. The success of the tool suggests further study for its application in other use cases: other student profiles in higher education, other teaching modalities, and other educational stages. These studies will help to identify adaptations that will extend the tool’s use in education. The use of Metadig facilitates reflection during the reading of texts in order to improve comprehension and thus self-regulate the learning of content. This reflection is crucial for students’ knowledge construction. Future research will focus on enhancing the digital tool by adding features to support the development of cognition and context management. It will also focus on how on adapting the tool to help other types of learners.
The power of metacognitive strategies to enhance critical thinking in online learning
(OmniaScience, 2024-03) Pereles, Ana; Ortega-Ruipérez, Beatriz; Lázaro, Miguel
The aim of this study is to verify whether the use of a digital tool, designed to promote the use of metacognitive strategies in self-regulated learning, increases the level of critical thinking during the learning process in trainee teachers in official online master’s degrees. The Critical Thinking Questionnaire (CPC 2) was used to assess different dimensions of critical thinking in a sample of 225 students from an online university’s master’s degree in educational technology. The results showed significant improvements in all dimensions (substantive and dialogic) and associated basic skills (reading, writing, and speaking) for those who used the tool for the promotion of metacognitive strategies. Therefore, it is suggested to work on specific strategies to develop critical thinking as a basis for improving their self-regulated learning.