<?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>2007-0705</journal-id>
<journal-title><![CDATA[Nova scientia]]></journal-title>
<abbrev-journal-title><![CDATA[Nova scientia]]></abbrev-journal-title>
<issn>2007-0705</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Salle Bajío A. C., Coordinación de Investigación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-07052020000200124</article-id>
<article-id pub-id-type="doi">10.21640/ns.v12i25.2499</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias de regulación y procesos de escritura colaborativa en línea para el aprendizaje en estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Regulatory strategies and online collaborative writing processes for learning in undergraduate students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Niño-Carrasco]]></surname>
<given-names><![CDATA[Shamaly]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castellanos-Ramírez]]></surname>
<given-names><![CDATA[Juan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Baja California  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>12</volume>
<numero>25</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-07052020000200124&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-07052020000200124&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-07052020000200124&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: La utilización de procesadores de texto en línea dentro de la enseñanza superior se ha implementado con la intención de que los estudiantes desarrollen habilidades para la regulación compartida y la construcción colaborativa de textos académicos. En esta investigación, se destaca el carácter multidimensional de la escritura colaborativa en línea que implica, por un lado, el proceso de escritura in situ en el que se desarrollan acciones concretas sobre el procesador de texto y, por otro lado, un dominio metacognitivo en el que los estudiantes movilizan una serie de estrategias regulatorias para coordinar el proceso de escritura.  Método:  Se realizó un estudio de casos, en el que participaron 32 estudiantes universitarios que, conformados en equipos de cuatro participantes, trabajaron de manera colaborativa en la redacción de un protocolo de investigación. Durante seis semanas, los equipos utilizaron un procesador de texto en línea para la elaboración del protocolo y, a la par, un foro de comunicación asíncrona para coordinar sus actividades. Se recogieron los registros de actividad de los estudiantes en ambos espacios, por lo que se codificaron tanto las acciones realizadas por los estudiantes en el procesador de texto como el contenido de las contribuciones realizadas en los foros.  Resultados:  Los resultados destacan una diversidad de estrategias regulatorias utilizadas por los estudiantes para planificar, monitorear y evaluar el proceso de escritura; estas estrategias se activaron con mayor recurrencia en las primeras tres semanas de trabajo colaborativo. Los resultados también ponen de manifiesto la presencia de diferentes patrones de colaboración en los grupos: I) Regulación previa al ejercicio de escritura; II) Regulación correctiva del texto; III) Regulación para la profundización de ideas escritas; y IV) Operación exclusiva sobre el procesador de texto.  Discusión o Conclusión:  La escritura colaborativa en línea va más allá del simple hecho de que los miembros de un grupo incorporen información, de manera desarticulada, sobre el procesador de texto. Las conclusiones apuntan, por un lado, que la regulación compartida del proceso de escritura contribuye, en algunos casos, a una mejora en la elaboración de textos y, por otro lado, refuerzan el interés en integrar procedimientos e instrumentos que permitan evidenciar la incidencia de la calidad de las participaciones individuales sobre el trabajo colaborativo y la propia elaboración del texto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  The use of online word processors has been implemented in higher education with an intent to help students developing skills for shared regulation and collaborative construction of academic texts. This research highlights the multidimensional nature of collaborative online writing, which implies the process of writing in situ, in which specific actions are carried out on the word processor, and a metacognitive domain, where students mobilize a series of regulatory strategies to coordinate the writing process.  Method:  A case study was carried out with 32 university students. Teams of four participants were formed to work collaboratively on writing a research protocol. For six weeks, the teams used an online word processor -to develop a research protocol- and an asynchronous communication forum -to coordinate their activities-. The activity logs from both online tools were collected, so that, the actions carried out by the students in the word processor and the content of the contributions made in the forums were coded.  Results:  The results highlight a diversity of regulatory strategies used by students to plan, monitor, and asses the writing process; these strategies were developed with greater recurrence in the first three weeks of collaborative work. Different patterns of collaboration were manifested in the groups: I) Regulation prior to the writing work; II) corrective regulation of the text; III) regulation for the deepening of written ideas, and IV) exclusive operation on the word processor.  Discussion or Conclusion: Collaborative online writing goes beyond the simple fact that members of a group incorporate disjointed information into a word processor. The conclusions point that shared regulation of the writing process is related, in some cases, to an improvement in the development of texts; also, the interest in integrating procedures and instruments to demonstrate the incidence of the quality of individual participations on collaborative work and development of the text is reinforced.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[escritura académica]]></kwd>
<kwd lng="es"><![CDATA[regulación del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje colaborativo]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[educación en línea]]></kwd>
<kwd lng="es"><![CDATA[procesadores de texto]]></kwd>
<kwd lng="es"><![CDATA[procesos de escritura]]></kwd>
<kwd lng="es"><![CDATA[escritura en línea]]></kwd>
<kwd lng="en"><![CDATA[academic writing]]></kwd>
<kwd lng="en"><![CDATA[learning regulation]]></kwd>
<kwd lng="en"><![CDATA[collaborative learning]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[online education]]></kwd>
<kwd lng="en"><![CDATA[text processors]]></kwd>
<kwd lng="en"><![CDATA[writing processes]]></kwd>
<kwd lng="en"><![CDATA[online writing]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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