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Ambientes virtuales de aprendizaje y su incidencia en el proceso áulico en los estudiantes de 4to año de EGB de la UE Emigdio Esparza Moreno, Babahoyo.2022
| dc.contributor.advisor | Henriquez Carrera, Elsa Griselda | |
| dc.contributor.author | Garcia Cedeño, Leydy Gabriela | |
| dc.date.accessioned | 2022-11-08T22:29:05Z | |
| dc.date.available | 2022-11-08T22:29:05Z | |
| dc.date.issued | 2022 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/13134 | |
| dc.description | Virtual learning environments (VLE) are fundamental technological processes within the educational field; since it allows students active and interactive participation in the development of classroom processes, in addition to representing an innovative strategy that strengthens the academic performance of students. Therefore, this research aims to determine how virtual learning environments affect the classroom process of 4th year EGB students from the EU Emigdio Esparza Moreno, Babahoyo.2022. The methodology of this investigative process is made up of a qualitative approach, while the types of research used were documentary and field. The inductive method was also used to analyze each finding detected in the investigative process. It is important to emphasize that in order to obtain the relevant data that help the research process, direct observation techniques were used aimed at 57 students and an interview applied to two 4th year EGB teachers from the EU Emigdio Esparza Moreno. The results obtained from this study; showed that teachers have difficulties in managing virtual learning environments, significantly influencing the development of classroom processes; because they are unaware of the uses of teaching resources that facilitate learning. For this reason, it is concluded that the teaching staff is trained in the management of different information and communication technologies (ICT); so that its application in the virtual educational process is the most optimal for the benefit of the students. | es_ES |
| dc.description | Virtual learning environments (VLE) are fundamental technological processes within the educational field; since it allows students active and interactive participation in the development of classroom processes, in addition to representing an innovative strategy that strengthens the academic performance of students. Therefore, this research aims to determine how virtual learning environments affect the classroom process of 4th year EGB students from the EU Emigdio Esparza Moreno, Babahoyo.2022. The methodology of this investigative process is made up of a qualitative approach, while the types of research used were documentary and field. The inductive method was also used to analyze each finding detected in the investigative process. It is important to emphasize that in order to obtain the relevant data that help the research process, direct observation techniques were used aimed at 57 students and an interview applied to two 4th year EGB teachers from the EU Emigdio Esparza Moreno. The results obtained from this study; showed that teachers have difficulties in managing virtual learning environments, significantly influencing the development of classroom processes; because they are unaware of the uses of teaching resources that facilitate learning. For this reason, it is concluded that the teaching staff is trained in the management of different information and communication technologies (ICT); so that its application in the virtual educational process is the most optimal for the benefit of the students. | es_ES |
| dc.description.abstract | Los ambientes virtuales de aprendizaje (AVA) son procesos tecnológicos fundamentales dentro del campo educativo; puesto que, permite a los estudiantes la participación activa e interactiva dentro del desarrollo de los procesos áulicos, además de que representan una estrategia innovadora que fortalece el rendimiento académico de los estudiantes. Por lo tanto, esta investigación tiene como objetivo determinar de qué manera inciden los ambientes virtuales de aprendizaje en el proceso áulico de los estudiantes de 4to año de EGB de la UE Emigdio Esparza Moreno, Babahoyo.2022. La metodología de este proceso investigativo está conformada por un enfoque cualitativo, mientras que los tipos de investigación utilizados fueron documental y de campo. También se utilizó el método inductivo para analizar cada hallazgo detectado en el proceso investigativo. Es importante recalcar que para la obtención de los datos relevante que ayuden al proceso de investigación se utilizaron las técnicas de observación directa dirigida a 57 estudiantes y una entrevista aplicada a dos docentes de 4to año de EGB de la UE Emigdio Esparza Moreno. Los resultados obtenidos de este estudio; demostraron que los docentes presentan dificultades en el manejo de ambientes virtuales de aprendizaje, influyendo significativamente en el desarrollo de los procesos áulicos; debido a que desconocen el usos de recursos didácticos que faciliten el aprendizaje. Por tal razón, se concluye que el personal docente se capacite en el manejo de diferentes tecnologías de información y comunicación (TIC); para que su aplicación en el proceso educativo virtual sea el más óptimo en beneficio de los estudiantes. | es_ES |
| dc.format.extent | 35 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 | Ambientes virtuales de aprendizaje | es_ES |
| dc.subject | Recursos pedagógicos | es_ES |
| dc.subject | Proceso áulico | es_ES |
| dc.subject | TIC | es_ES |
| dc.title | Ambientes virtuales de aprendizaje y su incidencia en el proceso áulico en los estudiantes de 4to año de EGB de la UE Emigdio Esparza Moreno, Babahoyo.2022 | es_ES |
| dc.type | bachelorThesis | es_ES |
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