Nuevos entornos de aprendizaje para la escritura: Sistemas de tutoría inteligente / New learning environments for writing: Intelligent tutoring systems

Numerosos metaanálisis han demostrado cómo el uso de la tecnología es una práctica efectiva en el campo de la instrucción en escri-tura. Sin embargo, la mayor parte de estos estudios se han centrado en los efectos del procesador de Word para mejorar la escritura de los estudiantes. Este trabajo investiga y muestra los efectos de nuevas formas de instrucción en la escritura, como son los Sistemas de Tutoría Inteligente (STI), una de las herramientas más sofisticadas dentro del campo de los entornos virtuales de aprendizaje. Se ha revisado sistemáticamente la literatura de la última década procedente de Web of Science, ScienceDirect y Scopus. El potencial de los Sistemas de Tutoría Inteligente está claramente respaldado por los hallazgos actuales. Sin embargo, hay resultados contradictorios con respecto al rendimiento de los estudiantes. Esta revisión plantea una discusión sobre los resultados de cara a comprender mejor la relación entre tecnología e instrucción en escritura

Abundant meta-analyses have shown how the use of technology is an effective practice in the field of writing instruction. However, most of these studies have focused on the effects of the word processor to improve student writing. This article investigates and shows the effects of new forms of instruction in writing, such as intelligent tutoring systems (ITS), one of the most sophisticated tools in the field of virtual learning environments. The literature of the last decade from the Web of Science, ScienceDirect and Scopus has been systematically reviewed. The potential of intelligent tutoring systems is clearly supported by the current findings. However, there are contradictory results concerning students' performance. This review presents a discussion on the results in order to understand in more detail the relationship between technology and instruction in writing

Comparación de dos programas de instrucción estratégica y autorregulada para la mejora de la competencia escrita / Comparison of two self-regulated and strategic instructional programs for improving writing

Se comparó la eficacia de dos versiones de un programa instruccional centrado en el desarrollo de un dominio estratégico y autorregulado de la composición escrita. En la versión completa, instrucción estratégica, se instruyó usando una combinación de instrucción directa centrada en el desarrollo del conocimiento metacognitivo (explícito, declarativo), modelado del profesor, práctica colaborativa e individual. En la segunda versión, de modelado, el componente de instrucción directa se omitió. Participaron 72 alumnos de 6º de Educación Primaria que recibieron la instrucción en el grupo de instrucción estratégica (N= 24), de modelado (N= 25), o currículum ordinario (N= 23). Se tomaron medidas pre-postest del producto textual, la autoeficacia y el autoconocimiento en la escritura. Los resultados indicaron una mejoría similar de ambos grupos de intervención frente al grupo control tanto en las medidas globales de la calidad textual como en las medidas objetivas basadas en el texto, asociadas a un enfoque más maduro del proceso de escritura, orientado al lector. No se encontraron diferencias entre ambos grupos de intervención. Los resultados obtenidos sugieren que el modelado y la práctica de escritura son suficientes para favorecer el desarrollo de estrategias efectivas de composición escrita en el alumnado de estas edades (AU)

This study compared the efficacy of two versions of an instructional program aimed at developing strategic and self-regulated writing competence. In the full version, strategy instruction, students were taught strategies for producing effective text, using a combination of direct (explicit, declarative, metacognitive knowledge) instruction, teacher modeling, and collaborative and individual practice. In a modeling-only version, direct instruction was omitted. 72 Spanish 6th grade students were taught in one of three groups: Full Strategy Instruction (N= 24); Modeling only (N= 25), and a normal curriculum (no strategy instruction) control (N= 23). Pre and posttest measures of written texts, self-efficacy and self-knowledge of writing were taken. Pre and posttest scores on writing ability tests indicated similar improvement in both intervention groups, relative to control, in both holistic measures of text quality and in counts of text features associated with mature, reader-focused composition. We found no differences between intervention groups. These findings suggest that modeling and student practice alone are sufficient to develop effective writing strategies in typically-developing 6th grade students (AU)

[Comparison of two self-regulated and strategic instructional programs for improving writing competence]. / Comparación de dos programas de instrucción estratégica y autorregulada para la mejora de la competencia escrita.

This study compared the efficacy of two versions of an instructional program aimed at developing strategic and self-regulated writing competence. In the full version, strategy instruction, students were taught strategies for producing effective text, using a combination of direct (explicit, declarative, metacognitive knowledge) instruction, teacher modeling, and collaborative and individual practice. In a modeling-only version, direct instruction was omitted. 72 Spanish 6th grade students were taught in one of three groups: Full Strategy Instruction (N=24); Modeling only (N=25), and a normal curriculum (no strategy instruction) control (N=23). Pre and posttest measures of written texts, self-efficacy and self-knowledge of writing were taken. Pre and posttest scores on writing ability tests indicated similar improvement in both intervention groups, relative to control, in both holistic measures of text quality and in counts of text features associated with mature, reader-focused composition. We found no differences between intervention groups. These findings suggest that modeling and student practice alone are sufficient to develop effective writing strategies in typically-developing 6th grade students.