Resumen1 Este artículo se realizó en el marco del proyecto de investigación titulado "Aprendizaje desde un enfoque metacognitivo en cursos b-learning" (2013-2014) auspiciado por la Universidad Antonio Nariño, sede Bogotá. Artículo de InvestigaciónPalabras clave: metacognición, Inventario de Habilidades Metacognitivas, validación. validaTion of The insTrumenT 'meTacogniTive awareness invenTory (mai)'wiTh sTudenTs in colomBia AbstractThe object of this study was to adapt and prove the survey referred as 'Metacognitive Awareness Inventory' in order to try it out with population in Colombia. This instrument, known as MAI, and created by Schraw & Denninson in 1994 to identify the metacognitive awareness in subjects, has 52 items distributed in eight categories: declarative knowledge, procedural knowledge, conditional knowledge, planning, organization, monitoring, refinement, and assessment. This survey was applied to 536 students in tenth and eleventh grades at public and private schools in Bogota, through a computer application designed for this study. Information was gathered via web and data were analyzed with the help of the SPSS. The Cronbach's alpha of the survey ranged 0.94, and from 0.61 to 0.71 for the eight categories. The results allow to conclude that the MAI developed in Colombia is a valid and reliable instrument, which can be useful for further researches aimed at knowing about students' metacognitive awareness.

The objective of this research was to analyse the relationships between metacognitive skills, gender, and level of schooling of high school students from a private school in the city of Bogotá, Colombia. The sample included 319 students from grades 6 to 11. The Metacognitive Awareness Inventory (MAI) was the instrument that allowed determining students' metacognitive skills. This instrument presents two components: cognition and regulation knowledge; consisting of 52 items. The results obtained were analysed through an ANOVA statistical analysis and a Bonferroni contrast. The first analysis concluded that there are no significant differences in metacognitive skills between men and women. On the other hand, the second analysis established differences in the development of metacognitive skills in high school students, favouring sixth grade novices.

KeywordsVirtual learning environments, bibliometric study, evidencebased in education, qualitative content analysis, information and comunication technologies. Palavras chaveAmbientes virtuais de aprendizagem, estudo bibliométrico, educação baseada na evidência, análise de conteúdo qualitativa, tecnologias da informação e a comunicação. Palabras ClaveAmbientes virtuales de aprendizaje, estudio bibliométrico, pedagogía basada en la evidencia, tecnologías de la información y la comunicación, análisis de contenido cualitativo. ResumenLa presente investigación analizó, desde la perspectiva de la pedagogía basada en la evidencia (PBE), un conjunto de estudios publicados entre 2003-2013 en el tema de los ambientes virtuales de aprendizaje (AVA) y su impacto en el campo educativo. Para realizar el estudio, se utilizó una base de datos de alcance regional. A partir de la información obtenida se realizó un análisis bibliométrico y otro de contenido cualitativo, mediante la utilización de paquetes de software especializado. De un total de 91 artículos se determinó que solo 3 de ellos presentaban resultados consistentes con los criterios de la PBE. Se evidenció que los estudios en este campo de conocimiento deben propender por la inclusión de metodologías de investigación rigurosas e instrumentos fiables y validados que permitan dar cuenta de la eficacia y eficiencia de los métodos implementados. AbstractA set of researches focused on Virtual Learning Environments and their impact on education, published between 2003-2013, was analyzed From an EvidenceBased Pedagogy perspective. To fulfil this purpose we used a regional database. Based on the information collected, a bibliometric study and a qualitative content analysis were done by means of a specialized software. From ninety one (91) papers, only three (3) of them fulfilled the Evidence-Based Pedagogy criteria. It was also found that researches in this field of knowledge require more rigorous scientific methodologies and the use of validated instruments in order to demonstrate efficiency and efficacy. ResumoEsta pesquisa analisou, desde a perspectiva da educação baseada na evidência (PBE), um conjunto de estudos publicados entre 2003-2013 sobre os ambientes virtuais de aprendizagem (AVA) e seu impacto na educação. Para a realização do estudo, usou-se um banco de dados regional. Partindo da informação obtida, foi feita uma análise bibliométrica, e uma análise qualitativa de con- Los ambientes virtuales de aprendizaje: una revisión de publicaciones entre 2003 y 2013, desde la perspectiva de la pedagogía basada en la evidencia //Ambientes virtuais de aprendizagem: uma revisão das publicações entre

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