Factores que delimitan la participación activa en los proceso de enseñanza-aprendizaje de las clases virtuales en los estudiantes de octavo año de básica de la Unidad Educativa Barreiro periodo 2021-2022
| dc.contributor.advisor | Alvarado Pazmiño, Evelin Roxana | |
| dc.contributor.author | Rosado Caicedo, Cindy Lilibeth | |
| dc.date.accessioned | 2023-06-21T20:10:09Z | |
| dc.date.available | 2023-06-21T20:10:09Z | |
| dc.date.issued | 2023 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/14532 | |
| dc.description | Teaching and learning from virtuality today requires teachers capable of transforming their pedagogy using new information and communication technologies (ICT) to serve their students and face the challenges in the educational context and the factors that limit active participation in the teaching-learning process of virtual classes for eighth-year students of the Barreiro Educational Unit, period 2021-2022. In addition, the collaboration of the students is a fundamental factor to improve the quality of learning, therefore, qualitative and quantitative research was used, through the survey technique where questionnaires were applied to students and teachers using the google form tool that allowed automation of responses. Likewise, the results reveal that the teacher grants them the intervention of the students in the classroom, but they expect it to happen at their request. They are not in the teacher's plans to involve in active participation, and inclusion this would improve their academic performance. Students also recognize the importance of ensuring their learning, but expect their teachers to encourage them. On the other, this is an invitation to institutions to promote the importance of active pedagogy in the classroom, since it is a central axis of quality learning, which teachers in their practice are expected to promote a transformative pedagogical education that can awaken in the group of students the motivation to learn actively and according to the advances that society presents. | es_ES |
| dc.description | Teaching and learning from virtuality today requires teachers capable of transforming their pedagogy using new information and communication technologies (ICT) to serve their students and face the challenges in the educational context and the factors that limit active participation in the teaching-learning process of virtual classes for eighth-year students of the Barreiro Educational Unit, period 2021-2022. In addition, the collaboration of the students is a fundamental factor to improve the quality of learning, therefore, qualitative and quantitative research was used, through the survey technique where questionnaires were applied to students and teachers using the google form tool that allowed automation of responses. Likewise, the results reveal that the teacher grants them the intervention of the students in the classroom, but they expect it to happen at their request. They are not in the teacher's plans to involve in active participation, and inclusion this would improve their academic performance. Students also recognize the importance of ensuring their learning, but expect their teachers to encourage them. On the other, this is an invitation to institutions to promote the importance of active pedagogy in the classroom, since it is a central axis of quality learning, which teachers in their practice are expected to promote a transformative pedagogical education that can awaken in the group of students the motivation to learn actively and according to the advances that society presents. | es_ES |
| dc.description.abstract | Enseñar y aprender desde la virtualidad hoy día requiere docentes capaces de transformar su pedagógica utilizando las nuevas tecnologías de la información y la comunicación (TIC) para atender a sus estudiantes y enfrentar los desafíos en el contexto educativo y los factores que delimitan la participación activa en el proceso de enseñanza-aprendizaje de las clases virtuales para los estudiantes del octavo año de la Unidad Educativa Barreiro, periodo 2021-2022. Además, la colaboración de los estudiantes es un factor fundamental para mejorar la calidad del aprendizaje, por consiguiente, se empleó la investigación cualitativa y cuantitativa, mediante la técnica de encuesta donde se aplicó cuestionarios a los estudiantes y docentes utilizando la herramienta de google formulario que permitió automatización de las respuestas. Así mismo, los resultados dan a conocer que el docente les otorga la intervención de los alumnos en el aula, pero esperan que suceda a petición de ellos. No se encuentran en los planes del docente involucrar en la participación activa, e inclusión esto mejoraría su rendimiento académico. Los estudiantes también reconocen la importancia de garantizar su aprendizaje, pero esperan que sus profesores los animen. Por otra, esta es una invitación a las instituciones para que promuevan la importancia de la pedagogía activa en el aula, ya que es un eje central del aprendizaje de calidad, la cual se espera que los docentes en su práctica propicien una educación pedagógica transformadora que pueda despertar en el grupo de estudiantes la motivación por aprender de manera activa y según los avances que la sociedad presenta. | es_ES |
| dc.format.extent | 41 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO: UTB, 2023 | 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 | Participación | es_ES |
| dc.subject | Estudiantes | es_ES |
| dc.subject | Docentes | es_ES |
| dc.subject | Normalización | es_ES |
| dc.title | Factores que delimitan la participación activa en los proceso de enseñanza-aprendizaje de las clases virtuales en los estudiantes de octavo año de básica de la Unidad Educativa Barreiro periodo 2021-2022 | es_ES |
| dc.type | bachelorThesis | es_ES |
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