Modelo para el análisis y caracterización de la regulación social durante el desarrollo de tareas colaborativas.

La tesis que se presenta es coherente con los lineamientos del Programa Interinstitucional de Doctorado en Educación y de manera concreta a los intereses que desde el grupo Estilos Cognitivos se viene desarrollando en torno al estudio de la regulación en situaciones colaborativas de aprendizaje. Con...

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Autores:: Granados López, Hedilberto

Tipo de recurso:: Doctoral thesis

Fecha de publicación:: 2023

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: spa

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network_acronym_str	RPEDAGO2
network_name_str	Repositorio Institucional UPN
repository_id_str
dc.title.spa.fl_str_mv	Modelo para el análisis y caracterización de la regulación social durante el desarrollo de tareas colaborativas.
dc.title.translated.eng.fl_str_mv	Model for the analysis and characterization of social regulation during the development of collaborative tasks.
title	Modelo para el análisis y caracterización de la regulación social durante el desarrollo de tareas colaborativas.
spellingShingle	Modelo para el análisis y caracterización de la regulación social durante el desarrollo de tareas colaborativas. Regulación de la comunicación Regulación de la tarea Construcción compartida de conocimiento Procesos colaborativos Task regulation Regulation of communication Shared construction of knowledge Collaborative processes Aprendizaje colaborativo - Teorías Estilos cognitivos
title_short	Modelo para el análisis y caracterización de la regulación social durante el desarrollo de tareas colaborativas.
title_full	Modelo para el análisis y caracterización de la regulación social durante el desarrollo de tareas colaborativas.
title_fullStr	Modelo para el análisis y caracterización de la regulación social durante el desarrollo de tareas colaborativas.
title_full_unstemmed	Modelo para el análisis y caracterización de la regulación social durante el desarrollo de tareas colaborativas.
title_sort	Modelo para el análisis y caracterización de la regulación social durante el desarrollo de tareas colaborativas.
dc.creator.fl_str_mv	Granados López, Hedilberto
dc.contributor.advisor.spa.fl_str_mv	Hederich Martínez, Christian
dc.contributor.author.spa.fl_str_mv	Granados López, Hedilberto
dc.subject.spa.fl_str_mv	Regulación de la comunicación Regulación de la tarea Construcción compartida de conocimiento Procesos colaborativos
topic	Regulación de la comunicación Regulación de la tarea Construcción compartida de conocimiento Procesos colaborativos Task regulation Regulation of communication Shared construction of knowledge Collaborative processes Aprendizaje colaborativo - Teorías Estilos cognitivos
dc.subject.keywords.eng.fl_str_mv	Task regulation Regulation of communication Shared construction of knowledge Collaborative processes
dc.subject.lemb.spa.fl_str_mv	Aprendizaje colaborativo - Teorías Estilos cognitivos
description	La tesis que se presenta es coherente con los lineamientos del Programa Interinstitucional de Doctorado en Educación y de manera concreta a los intereses que desde el grupo Estilos Cognitivos se viene desarrollando en torno al estudio de la regulación en situaciones colaborativas de aprendizaje. Con la tesis se buscó proponer un modelo de regulación social a partir del análisis y caracterización de episodios de interacción en grupos de trabajo académico durante la realización de tareas diseñadas bajo protocolos de colaboración. Tanto el modelo como el análisis se realizó considerando las categorías de regulación de la tarea, regulación de la comunicación, construcción compartida de conocimiento presente en el desarrollo de actividades colaborativas y el monitoreo de grupo. En cuanto al modelo, éste parte de considerar el ejercicio grupal de resolución de tareas colaborativas cómo la interacción entre individuos en los cuales se regulan aspectos cognitivos y metacognitivos asociados con procesos colaborativos de construcción compartida de conocimiento (Zhang et al., 2011), aspectos de regulación social de la tarea (Winne y Hadwin, 1998), aspectos de regulación social de la comunicación (Janssen et al., 2012) y aspectos de monitoreo que el grupo genera durante el proceso de resolución de tareas colaborativas (Grau y Whitebread, 2012; Järvenoja et al., 2012; Rogat y Linnenbrink, 2011). En el aspecto estructural el modelo se encuentra conformado por cuatro fases desde las cuales se considera el abordaje de los episodios de interacción relacionados con la regulación social y de la colaboración. La primera fase se encuentra comprendida por la iniciación, las preguntas al grupo, los juicios sobre la tarea y la comprensión de la tarea. La segunda fase la conforman la exploración, la adaptación de la percepción de la tarea, el intercambio de información y la organización de la información. La tercera fase incluye negociación, negociación de objetivos y planificación de metas, la cuarta fase la constituye la generación, la adaptación de metas, la ejecución de metas y la reflexión sobre la tarea. El modelo, en su aplicación práctica, permite analizar y caracterizar los episodios de interacción que se dan entre los integrantes de un grupo de trabajo a partir de fases y episodios recurrentes en aspectos asociados con la colaboración, la regulación de la comunicación y la regulación de la tarea. La disposición de los diferentes episodios de interacción que conforman los componentes se encuentra ordenados de manera jerárquica de arriba hacia abajo e interrelacionados entre sí para dar cuenta de las fases que conforman el modelo sobre regulación social. Cabe recordar que el episodio de interacción como unidad básica del mensaje permite analizar y clasificar los mensajes colectivos que suceden en un determinado grupo de trabajo. Así mismo, estos episodios permiten identificar la ubicación en una determinada fase de acuerdo al componente al que corresponda dicho episodio. De acuerdo con Liskala et al., (2011), los episodios de interacción se consideran como la unidad básica de análisis conformada por una secuencia de contribuciones verbales que se dan entre los diferentes miembros de un grupo de trabajo durante el desarrollo de tareas colaborativas y cuya duración está delimitada por el marco en el que se sucede el inicio y finalización de un mensaje o contribución, o cuando cesan las contribuciones sobre la temática que generó la secuencia de mensajes.
publishDate	2023
dc.date.issued.none.fl_str_mv	2023
dc.date.accessioned.none.fl_str_mv	2024-01-25T00:39:39Z
dc.date.available.none.fl_str_mv	2024-01-25T00:39:39Z
dc.type.none.fl_str_mv	info:eu-repo/semantics/doctoralThesis
dc.type.hasVersion.none.fl_str_mv	info:eu-repo/semantics/acceptedVersion
dc.type.local.spa.fl_str_mv	Monografía - Doctorado
dc.type.coar.eng.fl_str_mv	http://purl.org/coar/resource_type/c_db06
dc.type.driver.eng.fl_str_mv	info:eu-repo/semantics/masterThesis
dc.type.version.none.fl_str_mv	info:eu-repo/semantics/acceptedVersion
format	http://purl.org/coar/resource_type/c_db06
status_str	acceptedVersion
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/20.500.12209/19149
dc.identifier.instname.spa.fl_str_mv	instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv	reponame: Repositorio Institucional UPN
dc.identifier.repourl.none.fl_str_mv	repourl: http://repositorio.pedagogica.edu.co/
url	http://hdl.handle.net/20.500.12209/19149
identifier_str_mv	instname:Universidad Pedagógica Nacional reponame: Repositorio Institucional UPN repourl: http://repositorio.pedagogica.edu.co/
dc.language.iso.none.fl_str_mv	spa
language	spa
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spelling	Hederich Martínez, ChristianGranados López, HedilbertoManizales, ColombiaManizales, Colombia - 2017-20232024-01-25T00:39:39Z2024-01-25T00:39:39Z2023http://hdl.handle.net/20.500.12209/19149instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/La tesis que se presenta es coherente con los lineamientos del Programa Interinstitucional de Doctorado en Educación y de manera concreta a los intereses que desde el grupo Estilos Cognitivos se viene desarrollando en torno al estudio de la regulación en situaciones colaborativas de aprendizaje. Con la tesis se buscó proponer un modelo de regulación social a partir del análisis y caracterización de episodios de interacción en grupos de trabajo académico durante la realización de tareas diseñadas bajo protocolos de colaboración. Tanto el modelo como el análisis se realizó considerando las categorías de regulación de la tarea, regulación de la comunicación, construcción compartida de conocimiento presente en el desarrollo de actividades colaborativas y el monitoreo de grupo. En cuanto al modelo, éste parte de considerar el ejercicio grupal de resolución de tareas colaborativas cómo la interacción entre individuos en los cuales se regulan aspectos cognitivos y metacognitivos asociados con procesos colaborativos de construcción compartida de conocimiento (Zhang et al., 2011), aspectos de regulación social de la tarea (Winne y Hadwin, 1998), aspectos de regulación social de la comunicación (Janssen et al., 2012) y aspectos de monitoreo que el grupo genera durante el proceso de resolución de tareas colaborativas (Grau y Whitebread, 2012; Järvenoja et al., 2012; Rogat y Linnenbrink, 2011). En el aspecto estructural el modelo se encuentra conformado por cuatro fases desde las cuales se considera el abordaje de los episodios de interacción relacionados con la regulación social y de la colaboración. La primera fase se encuentra comprendida por la iniciación, las preguntas al grupo, los juicios sobre la tarea y la comprensión de la tarea. La segunda fase la conforman la exploración, la adaptación de la percepción de la tarea, el intercambio de información y la organización de la información. La tercera fase incluye negociación, negociación de objetivos y planificación de metas, la cuarta fase la constituye la generación, la adaptación de metas, la ejecución de metas y la reflexión sobre la tarea. El modelo, en su aplicación práctica, permite analizar y caracterizar los episodios de interacción que se dan entre los integrantes de un grupo de trabajo a partir de fases y episodios recurrentes en aspectos asociados con la colaboración, la regulación de la comunicación y la regulación de la tarea. La disposición de los diferentes episodios de interacción que conforman los componentes se encuentra ordenados de manera jerárquica de arriba hacia abajo e interrelacionados entre sí para dar cuenta de las fases que conforman el modelo sobre regulación social. Cabe recordar que el episodio de interacción como unidad básica del mensaje permite analizar y clasificar los mensajes colectivos que suceden en un determinado grupo de trabajo. Así mismo, estos episodios permiten identificar la ubicación en una determinada fase de acuerdo al componente al que corresponda dicho episodio. De acuerdo con Liskala et al., (2011), los episodios de interacción se consideran como la unidad básica de análisis conformada por una secuencia de contribuciones verbales que se dan entre los diferentes miembros de un grupo de trabajo durante el desarrollo de tareas colaborativas y cuya duración está delimitada por el marco en el que se sucede el inicio y finalización de un mensaje o contribución, o cuando cesan las contribuciones sobre la temática que generó la secuencia de mensajes.Submitted by Hedilberto Granados López (hgranadosl@upn.edu.co) on 2024-01-24T15:18:10Z No. of bitstreams: 1 Tesis doctoral-Modelo para el análisis y caracterización de la regulación social durante el desarrollo de tareas colaborativas..pdf: 4940628 bytes, checksum: 1366b8b64a9dc35082453fb4d8a5ac0c (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: 1. Eliminar la licencia de la primera hoja que aparece antes de la portada de su trabajo 2. Debe ingresar la licencia de uso aparte del documento como archivo anexo en pdf on 2024-01-24T19:02:05Z (GMT)Submitted by Hedilberto Granados López (hgranadosl@upn.edu.co) on 2024-01-24T19:53:19Z No. of bitstreams: 2 Tesis doctoral-Modelo para el análisis y caracterización de la regulación social durante el desarrollo de tareas colaborativas..pdf: 4905614 bytes, checksum: 0b761d4d7d2b89d790aba2c3560381fc (MD5) Licencia de Uso.pdf: 86525 bytes, checksum: 12a56c1b5ea38bd8c504bb6d4ca6df2c (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2024-01-25T00:38:35Z (GMT) No. of bitstreams: 2 Tesis doctoral-Modelo para el análisis y caracterización de la regulación social durante el desarrollo de tareas colaborativas..pdf: 4905614 bytes, checksum: 0b761d4d7d2b89d790aba2c3560381fc (MD5) Licencia de Uso.pdf: 86525 bytes, checksum: 12a56c1b5ea38bd8c504bb6d4ca6df2c (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2024-01-25T00:39:39Z (GMT) No. of bitstreams: 2 Tesis doctoral-Modelo para el análisis y caracterización de la regulación social durante el desarrollo de tareas colaborativas..pdf: 4905614 bytes, checksum: 0b761d4d7d2b89d790aba2c3560381fc (MD5) Licencia de Uso.pdf: 86525 bytes, checksum: 12a56c1b5ea38bd8c504bb6d4ca6df2c (MD5)Made available in DSpace on 2024-01-25T00:39:39Z (GMT). No. of bitstreams: 2 Tesis doctoral-Modelo para el análisis y caracterización de la regulación social durante el desarrollo de tareas colaborativas..pdf: 4905614 bytes, checksum: 0b761d4d7d2b89d790aba2c3560381fc (MD5) Licencia de Uso.pdf: 86525 bytes, checksum: 12a56c1b5ea38bd8c504bb6d4ca6df2c (MD5) Previous issue date: 2024-01-24Universidad Católica de ManizalesDoctor en EducaciónDoctoradoThe thesis presented is consistent with the guidelines of the Interinstitutional Program of Doctorate in Education and specifically to the interests that the Estilos group Cognitive has been developing around the study of regulation in collaborative situations Learning. The thesis sought to propose a model of social regulation based on the analysis and characterization of interaction episodes in academic work groups during the performance of tasks designed under collaboration protocols. Both the model and the analysis were carried out considering the categories of task regulation, communication regulation, construction sharing of knowledge present in the development of collaborative activities and monitoring of group. As for the model, this starts from considering the group task resolution exercise collaborative how the interaction between individuals in which cognitive aspects and metacognitive aspects associated with collaborative processes of shared knowledge construction (Zhang et al., 2011), social regulation aspects of the task (Winne and Hadwin, 1998), aspects of social regulation of communication (Janssen et al., 2012) and monitoring aspects that the group generated during the process of solving collaborative tasks (Grau and Whitebread, 2012; Järvenoja et al., 2012; Rogat and Linnenbrink, 2011). In the structural aspect, the model is made up of four phases from the which is considered the approach to interaction episodes related to social regulation and collaboration. The first phase is comprised of the initiation, the questions to the group, judgments about the task, and understanding of the task. The second phase is made up of exploration, adaptation of task perception, information exchange, and organization of information. The third phase includes negotiation, negotiation of objectives and planning goals, the fourth phase is the generation, adaptation of goals, execution of goals and reflection on the task. The model, in its practical application, allows analyzing and characterizing the episodes of interaction that occurs between the members of a work group based on phases and episodes recurring in aspects associated with collaboration, regulation of communication and task regulation. The arrangement of the different episodes of interaction that make up the components are arranged hierarchically from top to bottom and interrelated with each other to account for the phases that make up the social regulation model. Fits remember that the interaction episode as the basic unit of the message allows us to analyze and classify the collective messages that happen in a certain work group. In addition, These episodes allow us to identify the location in a certain phase according to the component to which said episode corresponds. According to Liskala et al., (2011), episodes of interaction are considered as the basic unit of analysis made up of a sequence of verbal contributions that occur between the different members of a work group during the development of collaborative tasks and whose duration is delimited by the framework in which they occur the beginning and ending of a message or contribution, or when contributions on the theme that generated the sequence of messages.PDFapplication/pdfspaUniversidad Pedagógica NacionalDoctorado Interinstitucional en EducaciónDoctorado en Educaciónhttps://creativecommons.org/licenses/by-nc-nd/4.0/Acceso abiertoinfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalRegulación de la comunicaciónRegulación de la tareaConstrucción compartida de conocimientoProcesos colaborativosTask regulationRegulation of communicationShared construction of knowledgeCollaborative processesAprendizaje colaborativo - TeoríasEstilos cognitivosModelo para el análisis y caracterización de la regulación social durante el desarrollo de tareas colaborativas.Model for the analysis and characterization of social regulation during the development of collaborative tasks.info:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/acceptedVersionMonografía - Doctoradohttp://purl.org/coar/resource_type/c_db06info:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/acceptedVersionAnderson, A. 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Modelo para el análisis y caracterización de la regulación social durante el desarrollo de tareas colaborativas.

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