摘要：El trabajo tiene como propósito analizar las nuevas formas de aprendizaje en educación a distancia desde la teoría de la metacognición o el metaaprendizaje, el mismo se entiende como el proceso de estructuración y transformación que el sujeto hace de la información y no como simple asimilación de la misma. Para lograr lo anterior, las formas de comunicación y las mediaciones didácticas, utilizadas en la educación a distancia, así como la comunicación, los materiales impresos y no impresos y la acción tutorial han de interactuar e interrelacionarse con las características de la persona que aprende y con sus esquemas previos de conocimiento y configurar un proceso de aprendizaje complejo, sistemático y organizado más allá de simples asociaciones memorísticas, en el cual el estudiante pueda interactuar con su entorno; darle sentido al mundo que percibe; procesar activamente información y generar conocimiento; crear vínculos y relaciones entre el conocimiento que posee y lo que está tratando de aprender; usar las palabras, los símbolos y los significados para la comprensión de los conceptos y como punto de lanza para construir un aprendizaje proposicional y generar nuevos significados. Lo anterior demanda el desarrollo de capacidades autónomas y permanentes de aprender a aprender, fundamento de la metacognición o el metaaprendizaje.
其他摘要：This paper deals with analyzing new ways of apprenticeship in distance education within the theories of metacognition and metapprenticeship; it is understood as the structuralization and transformation which subject fulfils out of information rather than the simple assimilation of it. To achieve this, the communicative forms and the didactic mediations, made use of in distance education, as well as Communication itself, printed and unprinted material and tutorial action, are to interact and interrelate to the apprentice characteristics and to his/her previous cognitive schemes in order to shape a complex, systematic and organized apprenticeship process, beyond the simple memoirist associations. The process will make a pupil be able to interact within his/her environment, to give sense to the world perceived, to process information actively and to generate knowledge. As well as creating links and relations between achieved knowledge and that likely to learn; using words, symbols and meanings for the conceptual comprehension necessary to the building of propositional learning and to the construction of new signified. The former demands the development of autonomous and permanent capacities related to the learn-to-learn processes: fundamental to the metacognition ant the metapprenticeship. Within the preceding perspective, the article looks for developing the following: in distance education, rather than transmitting knowledge, learn-to-learn competences have to be constructed. The former may be grounded through the intensive use made by the contemporary societies out of the mediated on-line knowledge, which allows transmitting almost infinite volumes of information and to reduce time and space using communicative and informative technologies. It may be also grounded through the conception of educational systems which more often devote less to transmit knowledge from an uniform curriculum and find their way to lead students into the learn-to-learn path within non-school environments such us radio, phone, television or fax mediated issues, as well as television and movie images, newspapers words and icons, publicity advertising and books, and virtual, interactive and multimedia environments.
