Estrategias didácticas y su influencia en el proceso de aprendizaje en la modalidad virtual de los estudiantes de séptimo año de básica de la Unidad Educativa Darío C. Guevara periodo 2021-2022
| dc.contributor.advisor | Ochoa Mendieta, Maira | |
| dc.contributor.author | Córdova Yugsi, Lady Tatiana | |
| dc.date.accessioned | 2022-06-21T17:11:38Z | |
| dc.date.available | 2022-06-21T17:11:38Z | |
| dc.date.issued | 2022 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/12018 | |
| dc.description | This research analyzed the didactic strategies and their influence used in virtual education and their relationship with the learning styles of the students of the Unidad Educative “Darío C. Guevara” of Babahoyo, using a quantitative approach, that is, a study of the variables involved in the problem and a collection of information through techniques such as the survey. For this purpose, 58 teachers were identified as a sample for the case study and were surveyed about the didactic strategies used during the virtual period, in addition, various students were surveyed and tested and information was obtained on their perceptions about the form of virtual education, respectively. The results show that teachers mainly use instructional strategies that focus on individualized instruction and, less frequently, use instructional strategies related to expository skills and collaborative work. Also, the study found that students' learning styles varied, with the majority being centered between divergent, convergent and assimilative styles, a situation that was unknown to teachers. This shows the ways in which students perceive and process information, so teachers should implement didactic strategies based on the facilities provided by virtual tools. | es_ES |
| dc.description | This research analyzed the didactic strategies and their influence used in virtual education and their relationship with the learning styles of the students of the Unidad Educative “Darío C. Guevara” of Babahoyo, using a quantitative approach, that is, a study of the variables involved in the problem and a collection of information through techniques such as the survey. For this purpose, 58 teachers were identified as a sample for the case study and were surveyed about the didactic strategies used during the virtual period, in addition, various students were surveyed and tested and information was obtained on their perceptions about the form of virtual education, respectively. The results show that teachers mainly use instructional strategies that focus on individualized instruction and, less frequently, use instructional strategies related to expository skills and collaborative work. Also, the study found that students' learning styles varied, with the majority being centered between divergent, convergent and assimilative styles, a situation that was unknown to teachers. This shows the ways in which students perceive and process information, so teachers should implement didactic strategies based on the facilities provided by virtual tools. | es_ES |
| dc.description.abstract | Esta investigación analizó las estrategias didácticas y su influencia utilizadas en la educación virtual y su relación con los estilos de aprendizaje de los estudiantes de la Unidad Educativa “Darío C. Guevara” de Babahoyo, usando un enfoque cuantitativo, es decir, un estudio de las variables involucradas en el problema y un levantamiento de información a través de técnicas como la encuesta. Para ello se identificó a 58 docentes como muestra para el estudio de caso y se les encuestó sobre las estrategias didácticas utilizadas durante el periodo virtual, además, se encuestó y testeó a varios estudiantes y se obtuvo información de sus percepciones sobre la forma de educación virtual, respectivamente. Los resultados muestran que los maestros utilizan principalmente estrategias de instrucción que se centran en la instrucción individualizada y, con menos frecuencia, utilizan estrategias de instrucción relacionadas con las habilidades expositivas y el trabajo colaborativo. Asimismo, el estudio encontró que los estilos de aprendizaje de los estudiantes variaban, estando la mayoría centrada entre los estilos divergentes, convergente y asimilador, situación que era desconocida para los docentes. Lo anterior demuestra las formas en que los estudiantes perciben y procesan la información, por lo que los docentes deben implementar estrategias didácticas basadas en las facilidades que brindan las herramientas virtuales. | es_ES |
| dc.format.extent | 36 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 | Estrategias didácticas | es_ES |
| dc.subject | Estilos de aprendizaje | es_ES |
| dc.subject | Educación virtual | es_ES |
| dc.subject | Plataforma virtual | es_ES |
| dc.title | Estrategias didácticas y su influencia en el proceso de aprendizaje en la modalidad virtual de los estudiantes de séptimo año de básica de la Unidad Educativa Darío C. Guevara periodo 2021-2022 | es_ES |
| dc.type | bachelorThesis | es_ES |
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Except where otherwise noted, this item's license is described as Atribución-NoComercial-SinDerivadas 3.0 Ecuador