<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-6180</journal-id>
<journal-title><![CDATA[Apertura (Guadalajara, Jal.)]]></journal-title>
<abbrev-journal-title><![CDATA[Apert. (Guadalaj., Jal.)]]></abbrev-journal-title>
<issn>1665-6180</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Sistema de Universidad Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-61802019000100006</article-id>
<article-id pub-id-type="doi">10.32870/ap.v11n1.1465</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Construcción del conocimiento y regulación del aprendizaje en tareas colaborativas asíncronas]]></article-title>
<article-title xml:lang="en"><![CDATA[Knowledge construction and regulation of learning in asynchronous collaborative tasks]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Niño Carrasco]]></surname>
<given-names><![CDATA[Shamaly Alhelí]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castellanos Ramírez]]></surname>
<given-names><![CDATA[Juan Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Viloria Hernández]]></surname>
<given-names><![CDATA[Esperanza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Baja California Facultad de Ciencias Humanas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Baja California Facultad de Ciencias Humanas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Baja California Facultad de Ciencias Humanas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<fpage>6</fpage>
<lpage>23</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802019000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802019000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802019000100006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta los resultados de una investigación desarrollada en la Universidad Autónoma de Baja California, México, con estudiantes de la Licenciatura en Ciencias de la Educación. Se analizaron procesos de aprendizaje colaborativo en entornos tecnológicos de comunicación asíncrona en seis pequeños grupos de estudiantes. Mediante una metodología de estudio de casos múltiples, analizamos el discurso utilizado por los estudiantes durante su colaboración desde un doble enfoque: el discurso cognitivo orientado a la construcción del conocimiento y el discurso utilizado para la regulación de la tarea. Los resultados muestran que el establecimiento de metas, la formulación de expectativas positivas sobre la tarea, el monitoreo de los progresos y el apoyo socioemocional son mecanismos reguladores que contribuyen fuertemente al desarrollo de procesos ricos y profundos de construcción compartida del conocimiento. Nuestro estudio revela un efecto positivo del discurso regulador sobre la actividad cognitiva de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents the results of a research developed with students of bachelor&#8217;s degree in education from Autonomous University of Baja California, Mexico. In six small groups of students, collaborative learning processes in asynchronous communication technology environments were analyzed. Through a multiple case study methodology, the discourse displayed by the students during their collaboration was analyzed with a double focus: the cognitive discourse oriented to the knowledge construction and the discourse aimed to regulate the task. The results highlights that the establishment of goals, the formulation of positive expectations about the task, the monitoring of progress and the socio-emotional support are regulatory mechanisms that contribute strongly to the development of rich and profound processes of shared knowledge construction. A positive effect of the regulatory discourse on the cognitive activity of students is concluded.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje virtual]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje colaborativo]]></kwd>
<kwd lng="es"><![CDATA[construcción del conocimiento]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[regulación del aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Collaborative learning]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[knowledge construction]]></kwd>
<kwd lng="en"><![CDATA[regulation of learning]]></kwd>
<kwd lng="en"><![CDATA[virtual learning]]></kwd>
</kwd-group>
</article-meta>
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