Abstract
This research explores the influence that the use of a flexible metacognitive scaffolding, developed specifically for this project, exerts upon online university courses, of declarative and procedural content, and upon students with different cognitive styles in the field dependence-independence (FDI) dimension on their achievement and self-regulated learning abilities. Fifty-one postgraduate students from an official university of Bogota participated in this study. The group embedded figures test (GEFT) was used to measure the cognitive style and the motivated strategies for learning questionnaire (MSLQ) was used to measure self-regulation. Academic achievement was obtained through evaluations conducted in the computational scenario. The scaffolding recorded the time dedicated to the course, assignment submissions, and course enrolment numbers. Analysis of covariance was conducted for the treatment of data. The findings indicate that students obtained higher learning achievements in procedural knowledge courses, as well as in some indicators of dedication and permanence.
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