Virtual environments as a teaching-learning strategy in higher education: ULEAM case, Bahía de Caráquez

dc.creatorCarbache-Mora, César
dc.creatorMuñoz-Chávez, Jorge Armando
dc.creatorMejía-Ruperti, Luis Miguel
dc.date2021-01-09
dc.date.accessioned2023-08-08T20:56:43Z
dc.date.available2023-08-08T20:56:43Z
dc.identifierhttps://publicacionescd.uleam.edu.ec/index.php/sapientiae/article/view/189
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/8073213
dc.descriptionLa educación superior en el contexto global ha sufrido la suspensión de sus clases presenciales a causa de la pandemia del COVID-19. Tal situación, ha conducido a docentes y estudiantes a enfrentar los desafíos que presentan las nuevas modalidades de los entornos virtuales como estrategias de enseñanza-aprendizaje. Las instituciones de educación superior del Ecuador, han adaptado su oferta curricular mediante el uso de plataformas tecnológicas. En la presente investigación se consideró como objetivo, analizar la aplicación de las herramientas: Microsoft Teams y ZOOM, en los entornos virtuales de la Universidad Laica Eloy Alfaro de Manabí, en la Extensión Bahía de Caráquez. Por ello, fue necesario el levantamiento de información mediante encuestas dirigidas a 224 estudiantes y 22 docentes. Los participantes recibieron un cuestionario vía Google Forms, compuesto de siete preguntas con cinco alternativas, en escala de Likert, que buscaban medir la satisfacción en los entornos virtuales debido a la pandemia. El 44,3% de los estudiantes, respondieron sentirse moderadamente satisfechos por recibir clases, mientras que el 40,9% de los docentes, respondieron sentirse muy satisfechos por impartirlas mediante entornos virtuales. Sobre la adaptación a los entornos virtuales, los resultados de estudiantes fueron del 36,6% moderadamente satisfechos y en docentes el 59,1% muy satisfecho. Se concluye que el 37,5% de los estudiantes se sienten muy satisfechos con el uso de Microsoft Teams. Sin embargo, el 45,5% de los docentes manifestaron sentirme muy satisfechos con el uso de Zoom.Palabras clave: Entornos virtuales; educación superior; enseñanza; aprendizaje; pandemia. ABSTRACT Higher education in the global context has suffered the suspension of its face-to-face classes due to the COVID-19 pandemic. Such situation has led teachers and students to face the challenges presented by the new modalities of virtual environments as teaching-learning strategies. Ecuador's higher education institutions have adapted their curricular offer by using technological platforms. The objective of this research was to analyze the application of the tools: Microsoft Teams and ZOOM, in virtual environments at the Laica Eloy Alfaro University in Manabí, Bahía de Caráquez Extension. For this reason, it was necessary to collect information through surveys directed at 224 students and 22 teachers. Participants received a questionnaire via Google Form, consisting of seven questions with five alternatives, on a Likert scale, that sought to measure satisfaction in virtual environments due to the pandemic. 44.3% of the students responded feeling moderately satisfied with receiving classes, while 40.9% of the teachers responded feeling very satisfied to teach them through virtual environments. Regarding adaptation to virtual environments, student results were 36.6% moderately satisfied and 59.1% teachers very satisfied. It is concluded that 37.5% of the students feel very satisfied with the use of Microsoft Teams. However, 45.5% of the teachers stated that they were very satisfied with the use of Zoom.Keywords: Virtual environments; higher education; teaching; learning; pandemic. Información del manuscrito:Fecha de recepción: 12 de julio de 2020Fecha de aceptación: 30 de septiembre de 2020Fecha de publicación: 09 de enero de 2021es-ES
dc.descriptionHigher education in the global context has suffered the suspension of its face-to-face classes due to the COVID-19 pandemic. Such situation has led teachers and students to face the challenges presented by the new modalities of virtual environments as teaching-learning strategies. Ecuador's higher education institutions have adapted their curricular offer by using technological platforms. The objective of this research was to analyze the application of the tools: Microsoft Teams and ZOOM, in virtual environments at the Laica Eloy Alfaro University in Manabí, Bahía de Caráquez Extension. For this reason, it was necessary to collect information through surveys directed at 224 students and 22 teachers. Participants received a questionnaire via Google Form, consisting of seven questions with five alternatives, on a Likert scale, that sought to measure satisfaction in virtual environments due to the pandemic. 44.3% of the students responded feeling moderately satisfied with receiving classes, while 40.9% of the teachers responded feeling very satisfied to teach them through virtual environments. Regarding adaptation to virtual environments, student results were 36.6% moderately satisfied and 59.1% teachers very satisfied. It is concluded that 37.5% of the students feel very satisfied with the use of Microsoft Teams. However, 45.5% of the teachers stated that they were very satisfied with the use of Zoom.Keywords: Virtual environments; higher education; teaching; learning; pandemic.en-US
dc.formatapplication/pdf
dc.languagespa
dc.publisherEditorial Universitaria ULEAMes-ES
dc.relationhttps://publicacionescd.uleam.edu.ec/index.php/sapientiae/article/view/189/342
dc.rightsDerechos de autor 2021 Revista Científica Multidisciplinaria SAPIENTIAE. ISSN: 2600-6030.es-ES
dc.rightshttp://creativecommons.org/licenses/by-nc-sa/4.0es-ES
dc.sourceRevista Científica Multidisciplinaria SAPIENTIAE. ISSN: 2600-6030.; Vol 4 No 7 (2021): Revista Científica Multidisciplinaria SAPIENTIAE; 54-63en-US
dc.sourceRevista Científica Multidisciplinaria SAPIENTIAE. ISSN: 2600-6030.; Vol. 4 Núm. 7 (2021): Revista Científica Multidisciplinaria SAPIENTIAE; 54-63es-ES
dc.source2600-6030
dc.titleEntornos virtuales como estrategia de enseñanza-aprendizaje en la educación superior: caso ULEAM, extensión Bahía de Caráquezes-ES
dc.titleVirtual environments as a teaching-learning strategy in higher education: ULEAM case, Bahía de Caráquezen-US
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typeArtículo revisado por pareses-ES


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