Sensibilidad metacognitiva, estilos y tecnologías del aprendizaje (tic, tac y tep) en estudiantes de enfermería

Zusammenfassung

Introduction: there is a lack of self-knowledge regarding the active and potential role that students can develop in the course of their learning processes. This deficit is associated with the lack of information about resources such as: reflecting on learning, metacognition, use of the technologies: ICT (Information and Communication Technologies), TAC (Learning and Knowledge Technologies) and TEP (Technologies for Empowerment and Participation). Target population: all the students from the “Culture of Care” subject in the Nursing Degree of the Universidad de Alicante (2019-20 term). Objectives: to identify metacognitive sensitivity and learning styles from a perspective of gender. Methodology: the NCCRE questionnaire was completed in order to evaluate metacognitive sensitivity, and the Honey-Alonso CHAEA for learning styles. The Berger y Luckman principles have been used from the perspective of gender. Results: regarding metacognitive sensitivity, students select their learning strategies based on their efficacy, promptness and habit. The need for settings favourable to reflection is a mostly female strategy. There are some differences by gender in learning styles, linked with tradition and personal experience. Conclusions: metacognition can only develop if the adequate settings and resources are provided. There are almost no differences by gender in metacognitive sensitivity, while the difference is greater in learning styles.