Students from a secondary school in southern Ecuador and a Virtual Learning Environment (EVA): Impact of its implementation
The growth and widespread acceptance of the Internet has led to the creation of Virtual Learning Environments (VLE). To facilitate the integration of VAS from a pedagogical perspective, new technologies should be assessed in an effort to establish whether their introduction has had a beneficial effe...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Ecuador |
| Institución: | Universidad Andina Simón Bolivar |
| Repositorio: | Revista Andina de Educación |
| Idioma: | español |
| OAI Identifier: | oai:revistas.uasb.edu.ec:article/1369 |
| Acceso en línea: | https://revistas.uasb.edu.ec/index.php/ree/article/view/1369 |
| Access Level: | acceso abierto |
| Palabra clave: | Virtual Learning Environments (VLEs) Student perception Secondary education Entornos Virtuales de Aprendizaje (EVAs) Percepción estudiantil Educación secundaria |
| Sumario: | The growth and widespread acceptance of the Internet has led to the creation of Virtual Learning Environments (VLE). To facilitate the integration of VAS from a pedagogical perspective, new technologies should be assessed in an effort to establish whether their introduction has had a beneficial effect on learning outcomes. This research examines middle school students' perceptions of a range of components of VET. The Online Assessment and Opportunity for Improvement in Academic Performance components have the lowest acceptance rates. |
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