Comprensión de texto en E-learning: estrategias de soporte y memoria de trabajo.

Magalí Martínez, Jonathan Marrujo, Martina Perillo, Federico González, Débora Burin

Resumen


Las estrategias de soporte, como elaborar el material, releer, subrayar, memorizar, o tomar notas, contribuyen a la comprensión de textos expositivos. El objetivo del presente estudio fue analizar la contribución de distintas estrategias de soporte, y su relación con la memoria de trabajo, a la comprensión de textos expositivos digitales en un entorno de e-Learning. Para ello, 224 estudiantes universitarios leyeron dos textos expositivos y completaron cuestionarios de comprensión y de estrategias utilizadas durante la lectura, a través de una plataforma de e-Learning, de forma remota. Se relevaron distintas estrategias para resolver las tareas, que fueron categorizadas en tres grupos: sólo leer y memorizar, tomar notas y estrategias digitales. Los estudiantes que solo leían pasivamente y tenían baja capacidad de memoria de trabajo comprendían significativamente menos que los que solo leían y tenían alta capacidad de memoria de trabajo; con estrategias activas no se halló esta diferencia.


Palabras clave


Comprensión lectora; Aprendizaje electrónico; Estrategias de lectura; Memoria a corto plazo; Comprensión expositiva

Texto completo:

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Referencias


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DOI: https://doi.org/10.18239/ocnos_2019.18.2.1988

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Copyright (c) 2019 Magalí Martínez, Jonathan Marrujo, Martina Perillo, Federico González, Débora Burin

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 Revista colaboradora en Aula Magna 2.0: Revistas Científicas de Educación en Red

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ISSNe 2254-9099                          

DOI: https://doi.org/10.18239/ocnos