Vol. 1 No. 2 (2021)
INNOVACIÓN EDUCATIVA

METACOGNITIVE SCAFFOLDS TO IMPROVE COGNITIVE LOAD MANAGEMENT IN GENERAL ENGLISH VIRTUAL COURSES

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  • Starling Aguilar Jiménez
Starling Aguilar Jiménez
Universidad Latinoamericana de Ciencia y Tecnología

Published 2023-12-20

Keywords

  • Cognitive load, cognitive load management, metacognition, virtual education, metacognitive scaffolds, intrinsic load, extrinsic load, Germanic load, virtual education, field-dependent, boss-independent

How to Cite

Aguilar Jiménez, S. (2023). METACOGNITIVE SCAFFOLDS TO IMPROVE COGNITIVE LOAD MANAGEMENT IN GENERAL ENGLISH VIRTUAL COURSES. Rhombus, 1(2), 105–118. Retrieved from https://revistas.ulacit.ac.cr/index.php/rhombus/article/view/132

Copyright (c) 2023 Rhombus

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Abstract

This research study is based on two English II courses for undergraduate students at the Latin American University of Science and Technology (ULACIT). To support students in managing the cognitive load generated in virtual educational environments, students
were deliberately exposed to a series of metacognitive activities. Student participation in asynchronous assignments was compared with other groups that did not receive such metacognitive support. The results of the study showed that metacognitive scaffolds greatly impact the management of cognitive load and the academic performance of students in virtual educational environments.

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