Microaprendizajes como estrategia de metacognición aplicada con estudiantes de Educación Superior
DOI:
https://doi.org/10.55204/pcc.v6i1.e132Keywords:
Microaprendizaje, metacognición, educación superior, aprendizaje autónomo, tecnologías educativas.Abstract
La presente investigación analizó los microaprendizajes como estrategia de metacognición aplicada en estudiantes de educación superior mediante una revisión sistemática basada en la metodología PRISMA 2020. La búsqueda bibliográfica se realizó en bases de datos científicas como Scopus, Web of Science, ERIC, SpringerLink, SciELO y Google Scholar, considerando estudios publicados entre 2018 y 2024. Se aplicaron criterios de inclusión y exclusión para seleccionar investigaciones relacionadas con microaprendizaje, metacognición y educación superior. Los resultados evidenciaron que el uso de microcontenidos educativos favorece significativamente la autorregulación, autonomía, motivación y participación académica de los estudiantes universitarios. Asimismo, se identificó que estrategias como videos cortos, plataformas móviles, podcasts y cuestionarios interactivos fortalecen procesos de reflexión y seguimiento del aprendizaje. La revisión también permitió identificar limitaciones relacionadas con la planificación pedagógica y la capacitación docente en metodologías digitales. Se concluye que el microaprendizaje constituye una estrategia innovadora que fortalece los procesos metacognitivos y promueve aprendizajes significativos en contextos universitarios contemporáneos.
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