Estrategias de aprendizaje en la educación a distancia

Arteaga, Ma. Antonia Miramontes; Villapudua, Karla Yudit Castillo; Rodríguez, Héctor Jaime Macías

doi:10.36825/riti.07.14.017

Cited by 24 publications

(17 citation statements)

References 7 publications

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“…Given its nature, one of the characteristics of ERT is the lack of time and skills of instructors to adequately prepare and implement their course syllabus in a virtual format ( Hodges et al, 2020 ). Thus, ERT differs significantly from online teaching, in which the focus is on delivering a quality learning experience following a predefined instructional design ( Miramontes Arteaga et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Expectations and Experiences With Online Education During the COVID-19 Pandemic in University Students

et al. 2022

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Due to COVID-19, university students continued their academic training remotely. To assess the effects of emergency remote teaching (ERT), we evaluated the expectations and, subsequently, the experiences of university students about online education. This study employed a simple prospective design as its method. We assessed the expectations of 1,904 students from different discipline areas (1,106 women and 798 men; age M = 21.56; SD = 3.07) during the beginning of the first semester, March 2020 (T1), and their experiences at the end of the same academic period, September 2020 (T2). We used convenience non-probability sampling. Participants responded to the questionnaire on Expectations toward virtual education in higher education for students and the questionnaire on virtual education experiences in higher education. The results showed that students’ responses reflected low expectations regarding peer relationships and comparison with face-to-face education (T1). This perception was maintained during the evaluation of experiences (T2). Students reported positive experiences regarding online teaching and learning, online assessment, and their self-efficacy beliefs at T2. Statistically significant differences between measurements were found, with the expertise presenting higher averages than expectations. Furthermore, differences by gender were identified, reporting a positive change in the scores of women. In addition, results reflected differences according to the disciplinary area, showing Social Sciences and Medical and Health Sciences students a more significant size effect. Findings regarding the empirical evidence and the implications for future teaching scenarios in Higher Education are discussed.

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Section: Introductionmentioning

confidence: 99%

Expectations and Experiences With Online Education During the COVID-19 Pandemic in University Students

et al. 2022

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“…As shown in this section, there is a considerable amount of research on how the COVID-19 health emergency has impacted education. For years, there has been talk of strategies for distance education, for example, in the work carried out by [26], where the difficulties faced by this educational modality were discussed; the quality of courses and terminal efficiency could be improved by detecting improvement strategies and areas of opportunity.…”

Section: State-of-the-artmentioning

confidence: 99%

Comparative Analysis of Teaching at Public Universities in Sinaloa during Confinement Due to COVID-19

Tripp-Barba

Zaldívar-Colado

Peña-García

et al. 2022

IJERPH

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The COVID-19 pandemic has affected educational institutions around the world. One partial solution for students and teachers to continue the academic process involved the use of software and hardware technologies via the internet. The main objective of this research was to analyze the actions carried out by computer science teachers (and teachers who taught related degrees) in Sinaloa, Mexico, during the COVID-19 confinement period, to determine if the working conditions were different at all educational institutions. Based on quantitative, descriptive–explanatory, correlational, field, and cross-sectional approaches to data collection—a survey was designed and sent to teachers who taught classes in computer science and related careers. The results showed that although teachers felt prepared in designing and implementing virtual courses (90.73%), 68.5% believed that virtual classes were not enough for students (i.e., regarding replacing the training being offered). Likewise, teachers observed that only 27.8% of their students showed real commitment to online classes. In the hypothesis test, a chi-squared value of 3.84 was obtained, with a significance (p-value) of 0.137. There was a probability of error of 13.7%; this is high, considering that the level of significance must be 0.05 (5%) or less. It was concluded that teachers must be permanently trained in the use of new digital technologies; in addition, they must continuously produce academic material and make it available to the educational community. It is necessary for universities to design plans for the regulated use of applications and devices for academic purposes, update study plans and programs, and train teachers and students beyond conventional education.

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“…En [9] el autor plantea tácticas de enseñanza en la educación a distancia, por ello se necesitan acompañarse de propuesta que ayuden a superar los problemas que se están enfrentando con esta nueva normalidad de estudio, como por ejemplo la baja eficiencia terminal que suele ser una consecuencia de la reprobación y deserción escolar, sin embargo, existen desventajas que limitan los avances de esta modalidad. Es importante entonces buscar formas de enseñanza que influyan en el proceso de adquisición de conocimiento que ayuden a mejorar.…”

Section: Estrategias De Aprendizaje En La Educación a Distanciaunclassified

Evaluación formativa en EVEA Moodle para mejorar la eficacia y la eficiencia de los estudiantes

Valenzuela¹,

Ramírez

Arellano³

et al. 2021

RITI

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This work reflects on the formative assessment in virtual teaching and learning environments (EVEA) Moodle, to improve the effectiveness and efficiency of students, allowing to assess through the student t test, if there is a significant difference between the measures of two independent samples. In order to verify if the result of the activities is more efficient through feedback in the formative evaluation processes, as well as to verify if the student's academic performance is increased through more efficient feedback. The research was quantitative and for the statistical analysis the student t test, using the questionnaire tool, having as a study the group of the Engineering in Information and Communication Technologies career of the eighth semester, in the field of Electronic Business I, from the Higher Technological Institute of Mulegé in Mexico. As a representative sample, 9 students participated and 6 modules were designed where different activities that the same participant would develop were placed. The results indicate that there is a significant difference before without a rubric and afterwards with a rubric in the training processes in the EVEA Moodle platform, where the student's academic performance is increased and improved over time, since the result of the application of Student's t test validates the hypothesis.

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Estrategias de aprendizaje en la educación a distancia

Cited by 24 publications

References 7 publications

Expectations and Experiences With Online Education During the COVID-19 Pandemic in University Students

Expectations and Experiences With Online Education During the COVID-19 Pandemic in University Students

Comparative Analysis of Teaching at Public Universities in Sinaloa during Confinement Due to COVID-19

Evaluación formativa en EVEA Moodle para mejorar la eficacia y la eficiencia de los estudiantes

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