Estudio comparativo de herramientas de teledocencia para clases síncronas y asíncronas de los docentes de la unidad Educativa marco Aurelio Subía
SUMMARY Technology, being an essential part of education, invites us to innovate in the classroom, therefore, this study is a contribution to the educational community, because it provides guidelines for improving the teaching-learning process, especially at the institutional level; identifies the a...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Ecuador |
| Institución: | Universidad Nacional de Chimborazo |
| Repositorio: | Repositorio Universidad Nacional de Chimborazo |
| Idioma: | español |
| OAI Identifier: | oai:localhost:51000/10805 |
| Acceso en línea: | http://dspace.unach.edu.ec/handle/51000/10805 |
| Access Level: | acceso abierto |
| Palabra clave: | Teledocencia comunicación síncrona comunicación asíncrona proceso educativo |
| Sumario: | SUMMARY Technology, being an essential part of education, invites us to innovate in the classroom, therefore, this study is a contribution to the educational community, because it provides guidelines for improving the teaching-learning process, especially at the institutional level; identifies the appropriate tools to achieve student interaction in virtual classes tending to increase the level of cognitive activity, along with collaborative learning. The investigation was carried out in the Marco Aurelio Subía Educational Unit of the Latacunga canton; with a population of 62 subjects; of them 22 teachers and 40 students of the first year of high school; the school period taken as a reference is the year 2022-2023; The main objective was to determine, through a comparative study, the ideal tools for tele-teaching and their application in synchronous and asynchronous classes; the research approach is qualitative, allowing the interpretation of social problems in the educational area; The techniques used were: the survey and observation; As an instrument, questionnaires based on the Likert scale were used, which were applied online. The results show that 77% of teachers know very little about tele-teaching tools for synchronous and asynchronous classes, therefore, their use is occasional. This, despite the fact that they are aware that the learning is even more significant with its use. In students it was determined that 80% of them do not use the tools, or do so only occasionally. The problematic factors identified refer mainly to the lack of knowledge, the lack of motivation, the scarce technological resources and the lack of training in the tools. Keywords: Tele-teaching, synchronous communication, asynchronous communication, teaching-learning process, educational process. |
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