TY - GEN
T1 - Meaningful Learning
T2 - 6th Latin American Conference on Learning Technologies, LACLO 2021
AU - Mollo-Flores, Marybel
AU - Deroncele-Acosta, Angel
N1 - Publisher Copyright:
© 2021 IEEE.
PY - 2021
Y1 - 2021
N2 - The development of meaningful learning is a permanent task in the educational world, however, currently this is a great challenge for teachers and students, as they need to be prepared for optimal performance both in face-to-face spaces and in virtual spaces, and their combination, emerging hybrid education as an encouraging proposal to achieve the training objectives. For this reason, the present theoretical research aimed to carry out an epistemological systematization on meaningful learning in search of routes for its development in hybrid classrooms. The main results are specified in an epistemological reconfiguration that reveals a new field of action of meaningful learning called meta-regulated learning, which is made up of three configurations: 1. Metacognition, 2. Selfregulated learning and 3. Collaborative-dynamic learning, connoting the dimension: meta-reflective competence. The theoretical model presented seeks to provide guidance to both basic and higher-level teachers in hybrid education to achieve the anchoring of knowledge in their students.
AB - The development of meaningful learning is a permanent task in the educational world, however, currently this is a great challenge for teachers and students, as they need to be prepared for optimal performance both in face-to-face spaces and in virtual spaces, and their combination, emerging hybrid education as an encouraging proposal to achieve the training objectives. For this reason, the present theoretical research aimed to carry out an epistemological systematization on meaningful learning in search of routes for its development in hybrid classrooms. The main results are specified in an epistemological reconfiguration that reveals a new field of action of meaningful learning called meta-regulated learning, which is made up of three configurations: 1. Metacognition, 2. Selfregulated learning and 3. Collaborative-dynamic learning, connoting the dimension: meta-reflective competence. The theoretical model presented seeks to provide guidance to both basic and higher-level teachers in hybrid education to achieve the anchoring of knowledge in their students.
KW - collaborative learning-dynamic
KW - hybrid classroom
KW - hybrid education
KW - ICT
KW - meaningful learning
KW - meta-reflexive competence
KW - meta-regulated learning
KW - metacognition
KW - self-regulated learning
UR - http://www.scopus.com/inward/record.url?scp=85127181382&partnerID=8YFLogxK
U2 - 10.1109/LACLO54177.2021.00066
DO - 10.1109/LACLO54177.2021.00066
M3 - Contribución a la conferencia
AN - SCOPUS:85127181382
T3 - Proceedings - 2021 16th Latin American Conference on Learning Technologies, LACLO 2021
SP - 52
EP - 59
BT - Proceedings - 2021 16th Latin American Conference on Learning Technologies, LACLO 2021
PB - Institute of Electrical and Electronics Engineers Inc.
Y2 - 19 October 2021 through 21 October 2021
ER -