Strategic learning in the learning of information analysis El aprendizaje estratégico en estudiantes de análisis de información Administration in remote mode

Abstract

The investigative experience aims to address 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 Unipamplona. For this, a proposal was designed with the support of Monereo's strategic learning model, seeking to recognize the strengthening of learning strategies used by administration students. To make the experience possible, a qualitative research based on the determinations of the Action Research at school was applied, from the point of view of Miguélez (2000). By requiring a developed and recognized theoretical base that supports an alternative for the process seeking greater effectiveness in the task, greater student commitment and better tools for the construction of knowledge, it was sought through this research to identify the influence of Monereo's strategic learning in the strengthening of learning strategies for the analysis of information systems, seeking that this generates the acquisition of new contributions, knowledge and strategies to a specific community. Monereo's strategic learning seeks to incorporate decision-making to choose and retrieve information in a coordinated way, the knowledge needed to meet a certain objective, depending on the characteristics of the educational situation that the student is facing. From the current conceptions about school learning, this process is considered as a constructive activity in which the subject is not only limited to remembering and reproducing the material that must be learned; Rather, what you do is build your own mental representation of the new content, select the information that you consider relevant and interpret that information based on your previous knowledge. This way of conceiving learning as a construction process shows that the way in which students process the instructional situation (including the material that must be learned) is a more important determinant of what the student will learn than what the teacher does. or other instructional agents. Thus, for example, prior knowledge, perception of teacher expectations, motivation, learning strategies, self-efficacy, interpersonal relationships, and many other factors must be considered to achieve an adequate understanding of the learning process (González Cabanach et al., 1998, p.62). In the results, it was possible to conclude that students use underlining when faced with the reading of a text, they rely on strategies to review the information that requires keeping it in memory, relying on images, paraphrasing, metaphors or mnemonics. It also makes use of information analysis through graphic organizers such as concept maps, mind maps, and diagrams.