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Clases virtuales y su influencia en el aprendizaje de los estudiantes de 4to año de EGB de la Escuela Lucila Godoy, San Luis de Zapotal. Ventanas 2022
| dc.contributor.advisor | Real Zumba, Gina | |
| dc.contributor.author | Cervonet Rosario, Sebastian Ronald | |
| dc.date.accessioned | 2022-11-08T21:54:58Z | |
| dc.date.available | 2022-11-08T21:54:58Z | |
| dc.date.issued | 2022 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/13129 | |
| dc.description | Virtual education plays a very important role in the teaching and learning process of students; since, it allows the autonomy of the students, they generate flexible environments, greater scope in addition to the adaptability to a new and innovative educational methodology. For this reason, the main objective of this research work is to determine the influence of virtual classes on the learning of 4th year EGB students from the Lucila Godoy School, San Luis de Zapotal. Windows 2022. The methodology of this study has a qualitative approach, since qualitative techniques are used; while the types of research used were descriptive, documentary and field. The type of method used was inductive because the particular premises that served as the basis for the development of general conclusions were analyzed. It is important to mention that to obtain significant data for the investigative process, two techniques were used; the first was a survey applied to 9 4th year students, and the second was an interview applied to two teachers who work in the educational unit under analysis. The results obtained were that virtual classes do influence the learning process, since certain weaknesses that condition the learning process in a significant way were evidenced. Therefore, it is concluded that the contribution generated by virtual classes in learning is minimal; since the environment where this process takes place is not the most suitable for its development. | es_ES |
| dc.description | Virtual education plays a very important role in the teaching and learning process of students; since, it allows the autonomy of the students, they generate flexible environments, greater scope in addition to the adaptability to a new and innovative educational methodology. For this reason, the main objective of this research work is to determine the influence of virtual classes on the learning of 4th year EGB students from the Lucila Godoy School, San Luis de Zapotal. Windows 2022. The methodology of this study has a qualitative approach, since qualitative techniques are used; while the types of research used were descriptive, documentary and field. The type of method used was inductive because the particular premises that served as the basis for the development of general conclusions were analyzed. It is important to mention that to obtain significant data for the investigative process, two techniques were used; the first was a survey applied to 9 4th year students, and the second was an interview applied to two teachers who work in the educational unit under analysis. The results obtained were that virtual classes do influence the learning process, since certain weaknesses that condition the learning process in a significant way were evidenced. Therefore, it is concluded that the contribution generated by virtual classes in learning is minimal; since the environment where this process takes place is not the most suitable for its development. | es_ES |
| dc.description.abstract | La educación virtual desempeña un rol muy importante dentro del proceso de enseñanza y aprendizaje de los estudiantes; puesto que, permite la autonomía de los educandos, generan ambientes flexibles, mayor alcance además de la adaptabilidad a una nueva e innovadora metodología educativa. Por tal razón, este trabajo investigativo tiene como objetivo principal determinar la influencia de las clases virtuales en el aprendizaje de los estudiantes de 4to año de EGB de la Escuela Lucila Godoy, San Luis de Zapotal. Ventanas 2022. La metodología de este estudio posee un enfoque cualitativo, puesto que se utilizan técnicas de carácter cualitativas; mientras que los tipos de investigación utilizados fueron descriptiva, documental y de campo. El tipo de método que utilizado fue el inductivo porque se analizaron las premisas particulares que sirvieron de base para el desarrollo de conclusiones generales. Es importante mencionar que la obtención de datos significativos al proceso investigativos se utilizaron dos técnicas; la primera fue una encuesta aplicada a 9 estudiantes de 4to año, y la segunda fue una entrevista aplicada a dos docentes que ejercen sus funciones en la unidad educativa objeto de análisis. Los resultados obtenidos fueron que las clases virtuales si influyen en el proceso de aprendizaje, puesto que se evidenciaron ciertas debilidades que condicionan el proceso de aprendizaje de manera significativa. Por lo tanto, se concluye que el aporte que generan las clases virtuales en el aprendizaje es mínimo; puesto que el entorno donde se desarrolla este proceso no es el más adecuado para su desarrollo. | es_ES |
| dc.format.extent | 51 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO: UTB, 2022 | es_ES |
| dc.rights | Atribución-NoComercial-SinDerivadas 3.0 Ecuador | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/ec/ | * |
| dc.subject | Educación virtual | es_ES |
| dc.subject | Aprendizaje | es_ES |
| dc.subject | Autonomía | es_ES |
| dc.subject | Metodología innovadora | es_ES |
| dc.title | Clases virtuales y su influencia en el aprendizaje de los estudiantes de 4to año de EGB de la Escuela Lucila Godoy, San Luis de Zapotal. Ventanas 2022 | es_ES |
| dc.type | bachelorThesis | es_ES |
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