Evaluación del aprendizaje a través de la multimodalidad educativa, estudio de caso: grupo de Contabilidad Administrativa

Montero, Eva Lozano

doi:10.15517/revedu.v45i1.41423

Cited by 2 publications

(2 citation statements)

References 21 publications

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“…The incorporation of technological tools and the use of educational platforms in virtual teaching during the pandemic have favored the design of educational material, organization, follow-up, monitoring, evaluation and feedback of academic activities in virtual learning environments [44].…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Autonomous Learning in Higher Education Students: A Systematic Review of The Literature On Wos Between 2019-2022

Mares-Ruiz,

Cardoza-Sernaqué,

Jiménez-Jáuregui

et al. 2023

ijmst

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In higher education, autonomous learning is the capacity that students develop from the combination of a series of affective, social, cognitive and metacognitive factors that allow students to self-regulate their learning. In this context, the present study aims to systematize the evidence from the scientific literature in relation to autonomous learning in higher education students. The PRISMA 2020 method was used for the phase of identification of records in the WoS (Web of Science) database during the period 2019-2022, which allowed the identification of 8,339 studies, and from the application of data exclusion criteria, 13 were selected. studies whose purpose was to answer the research question: What skills do higher education students use to develop autonomy in their learning? The data was systematized based on the authors, countries of publication according to the origin of the journal, keywords, dimensions, instruments used, application strategies and conclusions of the studies to analyze possible patterns, similarities and characteristics that can be contrasted with others. studies to identify possible strengths or weaknesses regarding autonomous learning in higher education students. The results show that Spanish journals lead in content on the subject. Likewise, there is a wide variety of keywords such as: higher education, academic self-regulation, learning strategies, etc. In addition, 84.6% of the studies used questionnaires for the development of their research. It is concluded that, according to the content of the studies, it is important to highlight that the use of ICT and teaching support are important to promote the self-regulation of the learning of university students, as well as to highlight that, through pedagogical mediation, Through counseling, tutorials and teaching support, it facilitates the development of planning skills, concentration, motivation and reflection on the learning of higher education students.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Autonomous Learning in Higher Education Students: A Systematic Review of The Literature On Wos Between 2019-2022

Mares-Ruiz,

Cardoza-Sernaqué,

Jiménez-Jáuregui

et al. 2023

ijmst

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“…8 NÚM. 1 ESPECIAL -DICIEMBRE 2021 es un procedimiento multimodal, donde cada actividad comunicativa implica la adopción sincrónica de modos multimodales que producen significados que pueden ser mutuamente compatibles y consistentes, o mutuamente paradójicos y exclusivo (Lozano, 2021). El modo se define como la estructura organizada sistemáticamente para que los estudiantes o docentes comprendan los significados producidos, que incluye varios elementos como sonido, imagen, gesto, música, mirada, movimiento y respuesta neuronal.…”

Section: Multimodalidadunclassified

Los docentes y la recursividad en la educación multimodal

Arroyo

Vargas

Román

2021

RCUI

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El planeta trasformó su modo de convivir con la llegada de la pandemia COVID-19, la educación también recibió afectaciones, que se convirtieron en oportunidades para el desarrollo de nuevas estrategias, es decir, que de la educación tradicional presencial nos ubicamos actualmente en los nuevos escenarios virtuales. El objetivo de la presente investigación es identificar la recursividad en la educación multimodal desde el ejercicio docente y la actividad áulica en el nivel de educación básica en el Ecuador. El estudio tuvo un enfoque cuanti-cualitativa, se utilizó un diseño paralelo convergente para recolectar datos. Se empleó una encuesta estructurada de 7 preguntas que se aplicó a docentes, padres de familia y estudiantes del sistema de educación general básica y de bachillerato de 22 provincias del Ecuador, para un total de 4589 personas. Como parte de las conclusiones, se determina que, en la educación básica en el Ecuador, los docentes contactan al estudiante y explican su contenido con la recursividad adaptada a los ambientes multimodales, por ello, la educación multimodal requiere de fortalecimiento y capacitación, se entiende también, que las instituciones educativas poco han contribuido para mejorar las diversas condiciones de educadores y educandos.

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Evaluación del aprendizaje a través de la multimodalidad educativa, estudio de caso: grupo de Contabilidad Administrativa

Cited by 2 publications

References 21 publications

Autonomous Learning in Higher Education Students: A Systematic Review of The Literature On Wos Between 2019-2022

Autonomous Learning in Higher Education Students: A Systematic Review of The Literature On Wos Between 2019-2022

Los docentes y la recursividad en la educación multimodal

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