The research's objective is to evaluate the differential effect that a metacognitive scaffolding for information web searches has on learning achievement of high school students with different cognitive style in the field dependence and independence dimension and on learning style in the dimension proposed by Honey and Alonso known as CHAEA. One hundred and four students from a school in the city of Bogotá, Colombia participated in the study. The research was quasi-experimental and was conducted with three 10th-grade groups, which worked with three scaffolding versions: fixed, optional, and without scaffolding. A multivariate analysis of covariance established that the fixed scaffolding favored learning achievement. Regarding cognitive style in the field dependence and independence dimension, the findings allow to conclude that the field independent students exhibited better

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During the last two decades, interpersonal regulation in natural and digital learning environments has gained importance. Ever since the first conceptual and methodological precisions regarding collaborative learning were made, educational psychology has focused its interest on analyzing collective regulation of motivation, cognition, and behavior. Despite the fact that the body of research on co-regulation has grown, emerging epistemological frameworks evidence a lack of conceptual and theoretical clarity. In response to this situation, the authors propose a conceptual approach in order to address interpersonal regulation in four aspects: first, they describe three learning theories which have been used to study co-regulation. Second, the authors recommend a conceptual delimitation of terms regarding the learning theories on social regulation. Third, they highlight diffuse boundaries between theoretical approaches and terms used in the literature on co-regulation. Finally, the authors suggest some challenges the researchers in this field face.

ResumenEl presente artículo recoge los principales hallazgos de una exploración de la condición de género (masculino-femenino), frente a las posibles asociaciones que los estudiantes establecen entre contenidos y entornos de aprendizaje. Del estudio participaron 298 estudiantes de secundaria de colegios ubicados en distintas localidades de la ciudad de Bogotá (Colombia), a quienes se les suministró un cuestionario de 31 ítems que indagaban por la frecuencia con que los participantes recurren a los distintos escenarios para aprender distintas clases de contenidos. Los resultados evidencian la preferencia masculina por la exploración de espacios virtuales para acceder a la información de diverso tipo, mientras que las mujeres recurren a este escenario principalmente como parte de su proceso de aprendizaje de socialización. Para el acceso a otros contenidos las mujeres prefieren el hogar y en general espacios interiores o personalizados, a diferencia de los hombres, quienes manifiestan menos prevenciones a recurrir a los espacios exteriores. SummaryThis paper reports the main findings of an exploration of the gender condition (masculine-feminine) with respect to the possible associations students make between learning contents and learning scenarios. Participants were 298 high school students from public schools in Bogotá, Colombia. They answered a questionnaire composed of 31 items that asked for the frequency with which they used certain scenarios to gain access to certain learning contents. Results points out the masculine preference for virtual spaces to look for information of different sorts while women use this scenario mainly for social issues. To gain access to other types of knowledge (different from social behavior) women prefer their homes and, in general, inner, personalized spaces. In contrast, men show less apprehension with respect to exterior public scenarios such as libraries and streets.Fecha de recepción: 26 de agosto de 2013 / Fecha de aprobación: 17 de octubre de 2013 ResumoO presente artigo recolhe os principais achados de uma exploração da condição de género (masculino-feminino), em frente às possíveis associações que os estudantes estabelecem entre conteúdos e meios de aprendizagem. Do estudo participaram 298 estudantes de secundária de colégios localizados em diferentes localidades da cidade de Bogotá (Colômbia), a quem forneceu-se-lhes um questionário de 31 itens que indagaban pela frequência com que os participantes recorrem aos diferentes palcos para aprender diferentes classes de conteúdos. Os resultados evidencian a preferência masculina pela exploração de espaços virtuais para aceder à informação de diverso tipo, enquanto as mulheres recorrem a este palco principalmente como parte de seu processo de aprendizagem de socialización. Para o acesso a outros conteúdos as mulheres preferem o lar e em general espacios interiores o personalizados, un diferencia de los hombres, quienes manifiestan menos prevenciones un recurrir un los espacios exteriores. Palabras claveGénero, aprendizaje sit...