Efecto del automonitoreo en el logro de aprendizaje, su relación con el estilo de aprendizaje y estilo cognitivo en un ambiente web de aprendizaje.

dc.contributorSanabria Rodríguez, Luis
dc.creatorMartínez Bernal, Jorge Antonio
dc.date.accessioned2019-12-02T19:30:24Z
dc.date.available2019-12-02T19:30:24Z
dc.date.created2019-12-02T19:30:24Z
dc.date.issued2017
dc.identifierTO-21249
dc.identifierhttp://hdl.handle.net/20.500.12209/11143
dc.identifierinstname:Universidad Pedagógica Nacional
dc.identifierreponame: Repositorio Institucional UPN
dc.identifierrepourl: http://repositorio.pedagogica.edu.co/
dc.description.abstractEl presente documento corresponde a una tesis doctoral en educación que investiga el efecto de una estrategia pedagógica basada en promover el automonitoreo por medio de un andamiaje metacognitivo computacional, sobre las habilidades metacognitivas y el logro de aprendizaje en estudiantes de medicina con diferentes tipos de estilo cognitivo y estilo de aprendizaje.
dc.languagespa
dc.publisherUniversidad Pedagógica Nacional
dc.publisherDoctorado Interinstitucional en Educación
dc.publisherDoctorado en Educación
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dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rightsAcceso abierto
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.subjectLogro de aprendizaje
dc.subjectAutorregulación
dc.subjectAutomonitoreo
dc.subjectMetacognitivo
dc.subjectEstilo cognitivo y estilo de aprendizaje
dc.titleEfecto del automonitoreo en el logro de aprendizaje, su relación con el estilo de aprendizaje y estilo cognitivo en un ambiente web de aprendizaje.
dc.typeinfo:eu-repo/semantics/bachelorThesis


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