Published

2021-02-02

Differences in Metacognitive Skills among Undergraduate Students in Education, Psychology, and Medicine

Diferencias en Habilidades Metacognitivas entre Estudiantes de Pregrado en Educación, Psicología y Medicina

DOI:

https://doi.org/10.15446/rcp.v30n1.88146

Keywords:

Metacognition, metacognitive knowledge, metacognitive regulation, self-regulation, domain general, domain specific (en)
Metacognición, conocimiento metacognitivo, regulación metacognitive, autorregulación, dominio general, dominio específico (es)

Downloads

Authors

Metacognitive skills such as when and why to apply strategies successfully given task demands (conditional knowledge) and those that assist in regulation like comprehension monitoring are essential for effective learning. However, the debate regarding whether metacognitive skills are domain general or domain specific continues to rage among scholars.
Presumably, if metacognitive skills are domain specific, there should be significant differences between domains whereas if they are domain general, there should be no differences across domains. Thus, in the present study we examined the generality/specificity of metacognitive skills (knowledge of cognition: declarative, procedural, and conditional; regulation of cognition: planning, information management, debugging, comprehension monitoring, and evaluation) in a sample of Colombian university students (N = 507) studying education (N = 156), psychology (N = 166), and medicine (N = 185) employing the Spanish version of the Metacognitive Awareness Inventory. Results revealed that there were significant differences in all but two metacognitive skills (procedural knowledge and debugging) across domains, largely supporting the domain specific hypothesis, but also partially supporting the domain general view. Implications and recommendation of the findings for theory, research, and practice are discussed.

 

How to cite this article: Gutierrez de Blume, A. P., & Montoya, D. M. (2021). Differences in Metacognitive Skills Among Undergraduate Students in Education, Psychology, and Medicine. Revista Colombiana de Psicología, 30(1), 111-130. https://doi.org/10.15446/rcp.v30n1.88146

Entre las habilidades metacognitivas se encuentran la capacidad para saber cómo, cuándo y por qué aplicar estrategias de forma exitosa según las demandas de la tarea (conocimiento condicional) y aquellas otras capacidades que ayudan en la regulación cognitiva, como la supervisión en línea de la actividad de aprendizaje en curso, y la comprensión (monitoreo).
Dichas habilidades se consideran esenciales para un aprendizaje efectivo. Sin embargo, el debate sobre si las habilidades metacognitivas son de dominio general o específico continúa siendo un tema de controversia entre los académicos.
Presumiblemente, si estas habilidades son específicas de un dominio, debería haber diferencias significativas entre dominios, mientras que, si son de dominio general, estas diferencias no deberían de estar presentes. De acuerdo con lo anterior, en el presente estudio se examinó la generalidad/especificidad de las habilidades metacognitivas (conocimiento de la cognición: declarativo, procedimental y condicional; regulación de la cognición: planificación, gestión
de la información, monitoreo, depuración y evaluación) en una muestra colombiana de estudiantes universitarios (N = 507) que, para el momento del estudio, se encontraban cursando un programa de pregrado en educación (n = 156),
psicología (n = 166) y medicina (n = 185), mediante el uso de la versión en español del Inventario de Conocimiento Metacognitivo. Los resultados revelaron diferencias significativas en todas las habilidades metacognitivas evaluadas para las diferentes áreas de dominio, con excepción de dos habilidades metacognitivas: conocimiento procedimental y depuración, lo que respalda en gran medida la hipótesis específica del dominio, pero también apoya parcialmente la vista general del dominio. Se discuten las implicaciones y recomendaciones de los hallazgos para la teoría, la investigación y la práctica.

 

Cómo citar este artículo: Gutierrez de Blume, A. P., & Montoya, D. M. (2021). Diferencias en Habilidades Metacognitivas entre Estudiantes de Pregrado en Educación, Psicología y Medicina. Revista Colombiana de Psicología, 30(1), 111-130. https://doi.org/10.15446/rcp.v30n1.88146

 

References

Abdulghani, H. M. (2009). Admission criteria for Saudi Health Colleges: The current status and a literature review. Medical Channel, 15, 18-21.

Abdulghani, H., Al-Drees, A., Khalil, M., Ahmad, F., Ponnamperuma, G., & Amin, Z. (2014). What factors determine academic achievement in high achieving undergraduate medical students? A qualitative study. Medical Teacher, 36, 43-48. https://doi.org/10.3109/0142159x.2014.886011

Adams, J., & Mabusela, M. (2014). A metacognitive approach to teacher development: Supporting national professional diploma in education students. Mediterranean Journal of Social Sciences, 5, 289-296. https://doi.org/10.5901/mjss.2014.v5n15p289

Ariel, R., Dunlosky, J., & Bailey, B. (2009). Agendabased regulation of study-time allocation: When agendas override item-based monitoring. Journal of Experimental Psychology: General, 138, 432-447. https://doi.org/10.1037/a0015928

Arulampalam, W., Naylor, R., & Smith, J. (2004). Factors affecting the probability of first year medical student dropout in the UK: A logistic analysis for the intake cohorts of 1980–92. Medical Education, 38, 492-503. https://doi.org/10.1046/j.1365-2929.2004.01815.x

Aukes L. C., Geertsma, J., Cohen-Schotanus, J., Zwierstra, R.P., & Slaets, J. P. (2007). The development of a scale to measure personal reflection in medical practice and education. Medical Teacher, 29, 177-182. https://doi.org/10.1046/ht10.1080/01421590701299272

Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1, 164-180. https://doi.org/10.1046/10.1111%2Fj.1745-6916.2006.00011.x

Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31, 445-457. https://doi.org/10.1046/10.1016/S0883-0355(99)00014-2

Collin, S., Karsenti, T., & Komis, V. (2013). Reflective practice in initial teacher training: critiques and perspectives. Reflective Practice, 14, 104-117. https://doi.org/10.1046/10.1080/14623943.2012.732935

Cooper, L. D., & Wieckowski, A. T. (2017). A structured approach to reflective practice training in a clinical practicum. Training and Education in Professional Psychology, 11, 252-259. https://doi.org/10.1046/10.1037/tep0000170

de Bruin, A., Dunlosky, J., & Cavalcanti, R. (2017). Monitoring and regulation of learning in medical education: The need for predictive cues. Medical Education, 51, 575-584. https://doi.org/10.1046/10.1111/medu.13267

Dunlosky, J., & Rawson, K. (2012). Overconfidence produces underachievement: Inaccurate self evaluations undermine students’ learning and retention. Learning and Instruction, 22, 271-280. https://doi.org/10.1016/j.learninstruc.2011.08.003

Dunlosky, J., & Tauber, S. K. (2012). Understanding people’s metacognitive judgments: An isomechanism framework and its implications for applied and theoretical research. In T. Perfect & S. Lindsay (Eds.), The SAGE handbook of applied memory (pp. 1-10). London: Sage Publications Inc.

Dyrbye, L., West, C., Satele, D., Boone, S., Tan, L., Sloan, J., & Shanafelt, T. (2014). Burnout among U.S. medical students, residents, and early career physicians relative to the general U.S. population. Academic Medicine, 89, 443-451. https://doi.org/10.1097/acm.0000000000000134

Fleming, S., Massoni, S., Gajdos, T., & Vergnaud, J. (2016). Metacognition about the past and future: Quantifying common and distinct influences on prospective and retrospective judgments of self-performance. Neuroscience of Consciousness, 2016, 1-12. https://doi.org/10.1093/nc/niw018

Foong, L., Nor, M., & Nolan, N. (2018). The influence of practicum supervisors’ facilitation styles on student teachers’ reflective thinking during collective reflection. Reflective Practice, 19, 225-242. https://doi.org/10.1080/14623943.2018.1437406

Fullana, J., Pallisera, M., Colomer, J., Fernández, R., & Pérez-Burriel, M. (2016). Reflective learning in higher education: a qualitative study on students’ perceptions. Studies in Higher Education, 41, 1008-1022. https://doi.org/10.1080/03075079.2014.950563

Garner, R. (1987). Metacognition and reading comprehension. United States of America.: Ablex Publishing.

Goodman, L. A., & Kruskal, W. H. (1954). Measures of association for cross classification. Journal of the American Statistical Association, 49, 732-764. https://doi.org/10.1080/01621459.1954.10501231

Gutierrez, A. P., & Schraw, G. (2015). Effects of strategy training and incentives on students’ performance, confidence, and calibration. Journal of Experimental Education, 83, 386–404. https://doi.org/10.1080/00220973.2014.907230

Gutierrez, A. P., Schraw, G., Kuch, F., & Richmond, A. S. (2016). A two-process model of metacognitive monitoring: Evidence for general accuracy and error factors. Learning and Instruction, 44, 1-10. https://doi.org/10.1016/j.learninstruc.2016.02.006

Gutierrez, A. P., & Price, A. F. (2017). Calibration between undergraduate students’ prediction of and actual performance: The role of gender and performance attributions. The Journal of Experimental Education, 85, 486-500. https://doi.org/10.1080/00220973.2016.1180278

Gutierrrez De Blume, A. P. (2017). The effects of strategy training and an extrinsic incentive on fourth-and fifth-grade students’ performance, confidence, and calibration accuracy. Cogen Education, 4(1), 1-17. https://doi.org/10.1080/2331186X.2017.1314652

Gutierrez de Blume, A. P., & Montoya Londoño, D. M. (2020). Validation of the mai in Colombian university students. [Manuscript submitted for publication.]

Hacker, D. J., Bol, L., Horgan, D. D., & Rakow, E. A. (2000). Test prediction and performance in a classroom context. Journal of Educational Psychology, 92, 160-170. https://doi.org/10.1037/0022-0663.92.1.160

Hacker, D, Bol, L., & Bahbahani, K. (2008). Explaining calibration accuracy in classroom contexts: The effects of incentives, reflection, and explanatory style. Metacognition and Learning, 3, 101-121. https://doi.org/10.1007%2Fs11409-008-9021-5

Huertas, A., Vesga, G., & Galindo, M. (2014). Validación del instrumento inventario de habilidades metacognitivas “mai” con estudiantes colombianos. Revista Praxis & Saber, 5, 55-74. https://doi.org/10.19053/22160159.3022

Hurme, T. R., Järvelä, S., Merenluoto, K., & Salonen, P. (2015). What makes metacognition as socially shared in mathematical problem solving. In A. Peña-Ayala (Ed.), Metacognition: Fundaments, applications and trends. A prolife of the current state -of-the-art (pp. 259-275). New York: Springer.

Jiang, Y., Ma, L., & Gao, L. (2016). Assessing teachers’ metacognition in teaching: The Teacher Metacognition Inventory. Teaching and Teacher Education, 59, 403-413. https://doi.org/10.1016/j.tate.2016.07.014

Lajoie, S., Poitras, E., Doleck, T., & Jarrell, A. (2015). Modeling metacognitive activities in medical problem-solving with BioWorld. In A. Peña-Ayala (Ed.), Metacognition: Fundaments, applications and trends. A prolife of the current state -of-the-art (pp. 323-341). New York: Springer.

Lee, S., Irving, K., Pape, S., & Owens, D. (2015). Teachers’ use of interactive technology to enhance students’ metacognition: Awareness of student learning and feedback. Journal of Computers in Mathematics & Science Teaching, 34, 175-198. Retrieved from https://www.learntechlib.org/primary/p/114753/

Mayer, D. (2010). Essential evidence-based medicine (2nd ed.). Cambridge, England: Cambridge University Press.

Ministerio de Salud República de Colombia. (1993). Resolución 008430 del 4 de octubre. Recuperada el 15 de enero de 2020 de https://www.minsalud.gov.co/sites/rid/Lists/BibliotecaDigital/RIDE/DE/DIJ/RESOLUCION-8430-DE-1993.PDF

Morales, J., Lau, H., & Fleming, S. (2018). Domain-general and domain-specific Patterns of activity supporting metacognition in human prefrontal cortex. The Journal of Neuroscience, 38, 3534-3546. https://doi.org/10.1523/JNEUROSCI.2360-17.2018

Nelson, T. O. (1996). Consciousness and metacognition. American Psychologist, 51, 102-116. https://doi.org/10.1037/0003-066X.51.2.102

Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. The Psychology of Learning and Motivation, 26, 125-173. https://doi.org/10.1016/S0079-7421(08)60053-5

Nietfeld, J. L., Cao, L., & Osborne, J. W. (2006). The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and self-efficacy. Metacognition and Learning, 1, 159–179. https://doi.org/10.1007/s10409-006-9595-6

Nothnagle, M. D., Goldman, R., Quirk, M., & Reis, S. (2010). Promoting self-directed learning skills in residency: A case study in program development. Academic Medicine, 85, 1874-1879. https://doi.org/10.1097/acm.0b013e3181fa02a4

Organisation de Coopération et de Développement Economiques (OCDE). (1989). Les écoles et la qualité: un rapport international. Paris: OCDE.

Phinder-Puente, M., Sánchez-Cardel, A., Romero- Castellanos, F., Vizcarra-García, J., & Sánchez-Valdivieso, E. (2014). Percepción sobre factores estresantes en estudiantes de Medicina de primer semestre, sus padres y sus maestros. Investigación en Educación Médica, 3,139-146. https://doi.org/10.1016/S2007-5057(14)72740-1

Poitras, E. (2015). Modeling metacognitive activities in medical problem-solving with BioWorld. In A. Peña- Ayala (Ed.), Metacognition: Fundaments, applications and trends. A prolife of the current state -of-the-art (pp. 345-367). New York: Springer.

Quirk, M. (2006). Intuition and metacognition in medical education. Keys to developing expertise. New York: Springer.

Quirk M. (2014) The Metacognitive Competency: The Key to Lifelong Learning. In: Kalet A., Chou C. (eds) Remediation in Medical Education. New York: Springer.

Rahimi, M., & Abedi, S. (2015). The role of metacognitive awareness of listening strategies in listening proficiency: The case of language learners with different levels of academic self-regulation. In A. Peña-Ayala (Ed.), Metacognition: Fundaments, applications, and trends. A prolife of the current state -of-the-art (pp. 169-189). New York: Springer.

Richardson, V. (1990). The evolution of reflective teaching and teacher education. In R. Clift, R. Houston, & M. Pugash (Eds.), Encouraging reflective practice in education: An analysis of issues and programs (pp. 3-20). New York: Teachers College Press.

Robinson, E., Anderson-Harper, H., & Kochan, F. (2001). Strategies to improve reflective teaching. Journal of Pharmacy Teaching, 8, 49-58. https://doi.org/10.1300/J060v08n04_04

Rutherford, T. (2014). Calibration of confidence judgments in elementary mathematics: measurement, development, and improvement. (Tesis de doctorado). University of California, Irvine, Estados Unidos. Recuperada de https://escholarship.org/content/qt99z17038/qt99z17038.pdf

Ryan, M. (2013). The pedagogical balancing act: Teaching reflection in higher education. Teaching in Higher Education, 18, 144-155. https://doi.org/10.1080/13562517.2012.694104

Sáiz-Manzanares, M., & Montero-García, E. (2015). Metacognition, self-regulation and assessment in problem-solving processes at university. In A. Peña-Ayala (Ed.), Metacognition: Fundaments, applications and trends. A prolife of the current state -of-the-art (pp. 107-130). New York: Springer.

Sawyer, K. (2014). The Cambridge handbook of the learning sciences. New York: Cambridge University Press.

Schraw, G. (2002). Promoting general metacognitive awareness. In H. Hartman (Ed.), Metacognition in learning and instruction: Theory, research, and practice (pp. 3-16). London: Kluwer Academic.

Schraw, G., & Dennison, R. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475. https://doi.org/10.1006/ceps.1994.1033

Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371. https://doi.org/10.1007/BF02212307

Schraw, G., Kuch, F., & Gutierrez, G. (2013). Measure for measure: Calibrating ten commonly used calibration scores. Learning and Instruction 24, 48-57. https://doi.org/10.1016/j.learninstruc.2012.08.007

Schraw, G., Kuch, F., Gutierrez, A. P., & Richmond, A. S. (2014). Exploring a three-level model of calibration accuracy. Journal of Educational Psychology, 106, 1192-1202. https://doi.org/10.1037/a0036653

Serra, M. J., & Metcalfe, J. (2009). Effective implementation of metacognition. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 278-298). Mahwah, NJ: Erlbaum.

Stewart, P., Cooper. S., & Moulding, L. (2007). Metacognitive development in professional educators. The Researcher, 21, 32-40. Retrieved from http://www.nrmera.org/wp-content/uploads/2016/02/Researcherv21n1Stewart.pdf

van Stralen, K. J., Stel, V. S., Reitsma, J. B., Dekker, F. W., Zoccali, C., & Jager, K. J. (2009). Diagnostic methods I: Sensitivity, specificity, and other measures of accuracy. Kidney International, 75, 1257-1263.

Weaver, C. (1990). Constraining factors in calibration of comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 214-222. https://doi.org/10.1037/0278-7393.16.2.214

Westberg J., & Jason H. (1994). Fostering learners’ reflection and self-assessment. Family Medicine, 26, 278-282.

Winne, P., & Azevedo, R. (2014). Metacognition. In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 63-87). New York: Cambridge University Press

Winne, P., & Marzouk, Z. (2019). Learning strategies and self-regulated learning. In J. Dunlosky y K. A. Rawson (Eds.), The Cambridge handbook cognition and education (pp. 606-715). Cambridge: Cambridge University Press.

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press.

How to Cite

APA

Gutierrez de Blume, A. P. and Montoya Londoño, D. M. (2021). Differences in Metacognitive Skills among Undergraduate Students in Education, Psychology, and Medicine. Revista Colombiana de Psicología, 30(1). https://doi.org/10.15446/rcp.v30n1.88146

ACM

[1]
Gutierrez de Blume, A.P. and Montoya Londoño, D.M. 2021. Differences in Metacognitive Skills among Undergraduate Students in Education, Psychology, and Medicine. Revista Colombiana de Psicología. 30, 1 (Jan. 2021). DOI:https://doi.org/10.15446/rcp.v30n1.88146.

ACS

(1)
Gutierrez de Blume, A. P.; Montoya Londoño, D. M. Differences in Metacognitive Skills among Undergraduate Students in Education, Psychology, and Medicine. Rev. colomb. psicol. 2021, 30.

ABNT

GUTIERREZ DE BLUME, A. P.; MONTOYA LONDOÑO, D. M. Differences in Metacognitive Skills among Undergraduate Students in Education, Psychology, and Medicine. Revista Colombiana de Psicología, [S. l.], v. 30, n. 1, 2021. DOI: 10.15446/rcp.v30n1.88146. Disponível em: https://revistas.unal.edu.co/index.php/psicologia/article/view/88146. Acesso em: 22 jan. 2025.

Chicago

Gutierrez de Blume, Antonio P., and Diana Marcela Montoya Londoño. 2021. “Differences in Metacognitive Skills among Undergraduate Students in Education, Psychology, and Medicine”. Revista Colombiana De Psicología 30 (1). https://doi.org/10.15446/rcp.v30n1.88146.

Harvard

Gutierrez de Blume, A. P. and Montoya Londoño, D. M. (2021) “Differences in Metacognitive Skills among Undergraduate Students in Education, Psychology, and Medicine”, Revista Colombiana de Psicología, 30(1). doi: 10.15446/rcp.v30n1.88146.

IEEE

[1]
A. P. Gutierrez de Blume and D. M. Montoya Londoño, “Differences in Metacognitive Skills among Undergraduate Students in Education, Psychology, and Medicine”, Rev. colomb. psicol., vol. 30, no. 1, Jan. 2021.

MLA

Gutierrez de Blume, A. P., and D. M. Montoya Londoño. “Differences in Metacognitive Skills among Undergraduate Students in Education, Psychology, and Medicine”. Revista Colombiana de Psicología, vol. 30, no. 1, Jan. 2021, doi:10.15446/rcp.v30n1.88146.

Turabian

Gutierrez de Blume, Antonio P., and Diana Marcela Montoya Londoño. “Differences in Metacognitive Skills among Undergraduate Students in Education, Psychology, and Medicine”. Revista Colombiana de Psicología 30, no. 1 (January 1, 2021). Accessed January 22, 2025. https://revistas.unal.edu.co/index.php/psicologia/article/view/88146.

Vancouver

1.
Gutierrez de Blume AP, Montoya Londoño DM. Differences in Metacognitive Skills among Undergraduate Students in Education, Psychology, and Medicine. Rev. colomb. psicol. [Internet]. 2021 Jan. 1 [cited 2025 Jan. 22];30(1). Available from: https://revistas.unal.edu.co/index.php/psicologia/article/view/88146

Download Citation

CrossRef Cited-by

CrossRef citations8

1. Christian Gaviria, Javier Corredor. (2024). Understanding, fast and shallow: Individual differences in memory performance associated with cognitive load predict the illusion of explanatory depth. Memory & Cognition, https://doi.org/10.3758/s13421-024-01616-6.

2. Antonio Gutierrez , Diana Montoya. (2022). Explorando la relación entre las funciones ejecutivas y la metacognición: ¿las primeras predicen la segunda?. Praxis & Saber, 13(33), p.e12500. https://doi.org/10.19053/22160159.v13.n33.2022.12500.

3. Javier Corredor, María José Álvarez-Rivadulla. (2024). The elephant in the (class) room: cultural capital as personal differences and college segregation. International Journal of Qualitative Studies in Education, 37(10), p.2926. https://doi.org/10.1080/09518398.2024.2348777.

4. Kamila Urban, Ondra Pesout, Jiří Kombrza, Marek Urban. (2021). Metacognitively aware university students exhibit higher creativity and motivation to learn. Thinking Skills and Creativity, 42, p.100963. https://doi.org/10.1016/j.tsc.2021.100963.

5. Jhon Holguin-Alvarez, Mirtha Silvia Herrera Carcheri. (2023). Habilidades metacognitivas y autoeficacia académica: planteamiento relacional en el contexto pregradual. FIDES ET RATIO, 26(26) https://doi.org/10.55739/fer.v26i26.134.

6. Kien Xuan Nguyen, Tien Viet Tran, Thuan Duc Nghiem, Tuan Ngoc Tran, Thang Ba Ta, Ba Van Nguyen, Tuan Dinh Le, Son Tien Nguyen, Kien Trung Nguyen, Hoa Trung Dinh, Dinh Cong Pho, Toan Nguyen Duy, Pham Quoc Toan. (2023). Relationship Between Metacognitive Awareness of Undergraduate Students and Students’ Academic Performance at Vietnam Military Medical University. Advances in Medical Education and Practice, Volume 14, p.791. https://doi.org/10.2147/AMEP.S412912.

7. Choon Tak Chan, Kwan Eu Leong, Hutkemri Zulnaidi. (2023). Undergraduate Students' Attitudes and Mathematical Reasoning During the Pandemic: The Mediating Role of Metacognitive Awareness. European Journal of Mathematics and Science Education, volume-4-2023(volume-4-issue-3-september-2023), p.169. https://doi.org/10.12973/ejmse.4.3.169.

8. Jerusalem Merkebu, Anastasia Kitsantas, Steven J. Durning, TInglan Ma. (2023). What is metacognitive reflection? The moderating role of metacognition on emotional regulation and reflection. Frontiers in Education, 8 https://doi.org/10.3389/feduc.2023.1166195.

Dimensions

PlumX

Article abstract page views

1442

Downloads

Download data is not yet available.

License

Copyright (c) 2020 Revista Colombiana de Psicología

The RCP is published under the Creative Commons license and can be copied and reproduced according to the conditions of this license (http://creativecommons.org/licenses/by-nc-nd/2.5). RCP articles are available online at https://revistas.unal.edu.co/index.php/psicologia/issue/archive. If you would like to subscribe to the RCP as reader, please go to https://revistas.unal.edu.co/index.php/psicologia/information/readers and follow the instructions mentioned in the webpage. Additionally, a limited number of print journals are available upon request. To request print copies, please email revpsico_fchbog@unal.edu.co.