Carga cognitiva en el aprendizaje colaborativo: Una revisión sistemática
Palabras clave:
Aprendizaje colaborativo, carga cognitiva, estrategias metacognitivas, herramientas visuales, entornos virtuales
Resumen
El aprendizaje colaborativo se ha convertido en una estrategia educativa ampliamente utilizada, pero persisten inconsistencias sobre cómo impacta en la carga cognitiva de los estudiantes. El objetivo de la investigación fue analizar la carga cognitiva en el aprendizaje colaborativo, haciendo una revisión sistemática de 24 estudios experimentales y cuasiexperimentales publicados en los últimos 5 años que analizan mediciones de carga cognitiva en distintas formas de aprendizaje colaborativo, con el fin de clarificar esta relación. Los resultados sugieren que el aprendizaje colaborativo reduce la carga cognitiva al distribuirla entre los miembros del grupo, pero también incrementa la carga cognitiva pertinente, conduciendo a un mejor aprendizaje. La adecuada estructuración y regulación pedagógica de las actividades colaborativas por parte del docente reduce la carga cognitiva de los estudiantes. El uso de estrategias metacognitivas compartidas y de herramientas visuales en el trabajo grupal también ayuda a gestionar la carga cognitiva. En conclusión, una gestión adecuada de la carga cognitiva mediante distintas estrategias optimiza los beneficios del aprendizaje colaborativo, aunque se requiere más investigación al respecto.
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Graneheim, U. H., y Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105-112. https://doi.org/10.1016/j.nedt.2003.10.001
Hong, Q. N., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M.‑P., Griffiths, F., Nicolau, B., O’Cathain, A., Rousseau, M.‑C., Vedel, I., y Pluye, P. (2018). The Mixed Methods Appraisal Tool (MMAT) version 2018 for information professionals and researchers. Education for Information, 34(4), 285-291. https://doi.org/10.3233/EFI-180221
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Janssen, J., Kirschner, F., Erkens, G., Kirschner, P. A., y Paas, F. (2010). Making the black box of collaborative learning transparent: Combining process-oriented and cognitive load approaches. Educational Psychology Review, 22(2), 139-154. https://doi.org/10.1007/s10648-010-9131-x
Janssen, J., y Kirschner, P. A. (2020). Applying collaborative cognitive load theory to computer-supported collaborative learning: Towards a research agenda. Educational Technology Research and Development, 68(2), 783-805. https://doi.org/10.1007/s11423-019-09729-5
Järvelä, S., Järvenoja, H., Malmberg, J., Isohätälä, J., y Sobocinski, M. (2016). How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement? Learning and Instruction, 43, 39-51. https://doi.org/10.1016/j.learninstruc.2016.01.005
Johnson, D. W., y Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379. https://doi.org/10.3102/0013189X09339057
Kalyuga, S. (2011). Cognitive load theory: How many types of load does it really need? Educational Psychology Review, 23(1), 1-19. https://doi.org/10.1007/s10648-010-9150-7
Kalyuga, S., y Singh, A.‑M. (2016). Rethinking the boundaries of cognitive load theory in complex learning. Educational Psychology Review, 28(4), 831-852. https://doi.org/10.1007/s10648-015-9352-0
Kennelly, J. (2011). Methodological approach to assessing the evidence. In A. Handler, J. Kennelly y N. Peacock (Eds.), Reducing racial/ethnic disparities in reproductive and perinatal outcomes (pp. 7-19). Springer. https://doi.org/10.1007/978-1-4419-1499-6_2
Kiewra, K. A. (1987). Notetaking and review: The research and its implications. Instructional Science, 16(3), 233-249. https://doi.org/10.1007/BF00120252
Kirschner, F., Paas, F., y Kirschner, P. (2009). A cognitive load approach to collaborative learning: United brains for complex tasks. Educational Psychology Review, 21(1), 31-42. https://doi.org/10.1007/s10648-008-9095-2
Kirschner, F., Paas, F., y Kirschner, P. A. (2011). Task complexity as a driver for collaborative learning efficiency: The collective working-memory effect. Applied Cognitive Psychology, 25(4), 615-624. https://doi.org/10.1002/acp.1730
Kirschner, P. A., Kirschner, F., y Janssen, J. (2014). The collaboration principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 547-575). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.027
Kirschner, P. A., Sweller, J., Kirschner, F., y Zambrano, J. (2018). From cognitive load theory to collaborative cognitive load theory. International Journal of Computer-Supported Collaborative Learning, 13(2), 213-233. https://doi.org/10.1007/s11412-018-9277-y
Kolić-Vehovec, S., Pahljina-Reinić, R., y Rončević, B. (2022). Effects of collaboration and informing students about overconfidence on metacognitive judgment in conceptual learning. Metacognition and Learning, 17(1), 87-116. https://doi.org/10.1007/s11409-021-09275-7
Lange, C. H., Costley, J., y Fanguy, M. (2021). Collaborative group work and the different types of cognitive load. Innovations in Education and Teaching International, 58, 377-386. https://doi.org/10.1080/14703297.2020.1788970
Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. A., Clarke, M., Devereaux, P. J., Kleijnen, J., y Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: Explanation and elaboration. Journal of Clinical Epidemiology, 62(10), e1-e34. https://doi.org/10.1016/j.jclinepi.2009.06.006
Lindgren, B.‑M., Lundman, B., y Graneheim, U. H. (2020). Abstraction and interpretation during the qualitative content analysis process. International Journal of Nursing Studies, 108, 103632. https://doi.org/10.1016/j.ijnurstu.2020.103632
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Publicado
2024-04-12
Cómo citar
Orbegoso-Dávila, L., Vásquez Alburqueque, I. L., Ledesma-Pérez, F., & Chunga Amaya, W. H. (2024). Carga cognitiva en el aprendizaje colaborativo: Una revisión sistemática. Revista De Ciencias Sociales, 30(2), 387-402. https://doi.org/10.31876/rcs.v30i2.41917
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