“Identificación de la influencia del aprendizaje estratégico de Monereo, como método en el fortalecimiento de competencias para el análisis de información, con estudiantes de Administración de la modalidad Distancia en la Universidad de Pamplona”.

Abstract

The present investigative job sought to analyze the influence of Monereo's strategic learning in the strengthening of learning strategies for the analysis of information of the administration students of the distance modality of the University of Pamplona. For this, it was required to identify the strategies used by the students of the information analysis course and to deepen the theoretical reflection in order to obtain the elements to design a pedagogical proposal based on the strategic learning of Monereo, to then be checked with them students and therefore recognize the influence of the contributions of strategic learning, finally in this way propose adjustments to the process that seek to guarantee quality and educational permanence in this context. To make the experience possible, a qualitative research was carried out defined from the logic of the inductive process and based on the determinations of the Action Research at school. Among the results found, it was highlighted that the learning strategies that students use are limited to the aids offered by technological resources, stories such as infograms, slides, interactive concept maps, among others. It was found that the organization, planning and condensation of information are actions of permanent use, where the university student determines their degree of understanding of the topics and sets other tools to specify the conceptualizations that must be made known, however it was concluded Although students at the higher level use cognitive and metacognitive strategies during their academic studies, these strategies are generally not enough to achieve good academic performance, since it can be affirmed that the student's intellectual work before an academic goal goes beyond these Factors to seek an interrelation between the cognitive, metacognitive, motivational and social variables that influence learning and that are originated by the active and constructive role of the student during their learning, which are developed through support and motivation strategies from the vision of Monereo, the beliefs of the s subject desires for sociocultural exchange and a sense of transcendence. In short, it is recommended to extend the curricula from the promotion of disciplinary knowledge only to the consideration of the affective, emotional and social component that has the same learning implicit