Page 201 - EL PENSAMIENTO DEL PROFESOR-INVESTIGADOR. VÍNCULO ENTRE LA TEORÍA Y LA PRÁCTICA

significativos, lo cual se debe a una concepción tradicional de la enseñanza y del aprendizaje,
así como a una escasa instrumentación de programas en plataformas educativas. Conclusión.
La metacognición en el aprendizaje de competencias específicas resulta más ágil y significativa
en el m-learning que en el e-learning.

palabras clave: competencia, metacognición, método de enseñanza, tecnologías de la infor-
Y LA PRÁCTICA ABStrAct
mación y de la comunicación.

VÍNCULO ENTRE LA TEORÍA Introduction Understanding the metacognitive learning process in electronic processors is an

important element because it helps to self-regulate and modify our thinking and behavior for
teaching and learning skills. Objective. Understand how metacognition applied in the acqui-
sition of general and specific skills, essential aspects for the future professional to achieve
inclusion in their work activity. Method Mixed, with qualitative and quantitative analysis in eight
university degrees belonging to four areas of study. Two learning methods were compared
(e-learning and m-learning). Which analyzed through the measurement of the following varia-
bles: 1) external: Frequency indexes of use of mobile devices and latency of correct response
EL PENSAMIENTO DEL PROFESOR-INVESTIGADOR.
measured by the applications and academic performance of the learning units (UA) reported by
the educational services platform SEDUCA3. 2) Internal: Metacognitive process of acquisition
of academic skills, measured through the Questionnaire of Evaluation of the Strategic Informa-
tion Processing for University Students (CPEI-U). A descriptive and inferential statistical analysis
applied in three evaluations: pretest, post-test and retest, from which 88 indices corresponding
to internal and external variables extracted. There were 150 university students randomly as-
signed to two groups (one control and one experimental), each of which made up of groups of
students from eight careers (Administration, Accounting, Law, Psychology, Agronomy, Com-
puting, Nursing and Chemistry). Results: It proved that the use of mobile devices on electronic
educational platforms accelerates metacognition through immediate feedback and unlimited
use, and enhances the specific skills that will be required in the world of work. Specifically,
five of the university careers studied show significant advances of 95% in their academic area
within one year. The other three careers, on the other hand, do not show significant advances,
which is due to a traditional conception of teaching and learning, as well as to a scarce instru-
mentation of programs in educational platforms. Conclusion. Metacognition in the learning of
specific competences is more agile and significant in m-learning than in e-learning.

Key words: competence, metacognition, teaching method, information and communication
technologies.

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