Aprendizaje y satisfacción de los estudiantes adultos en los cursos virtuales desde la perspectiva de la carga cognitiva. Lineamientos para el diseño de materiales instruccionales
In this thesis, entitled learning and satisfaction of adult learners in online courses from the perspective of cognitive load. Guidelines for the design of instructional materials was conducted two empirical studies, it was carried out two empirical studies. The aim of the first study was to determi...
| Autor: | |
|---|---|
| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2014 |
| País: | Ecuador |
| Institución: | Universidad Nacional de Loja |
| Repositorio: | Repositorio Universidad Nacional de Loja |
| Idioma: | español |
| OAI Identifier: | oai:dspace.unl.edu.ec:123456789/22794 |
| Acceso en línea: | http://dspace.unl.edu.ec/jspui/handle/123456789/22794 |
| Access Level: | acceso abierto |
| Palabra clave: | CURSOS VIRTUALES ENSEÑANZA APRENDIZAJE RECURSOS DIGITALES CARGA CONGNITIVA |
| Sumario: | In this thesis, entitled learning and satisfaction of adult learners in online courses from the perspective of cognitive load. Guidelines for the design of instructional materials was conducted two empirical studies, it was carried out two empirical studies. The aim of the first study was to determine whether there is a difference between the learning of adult learning students using audio-visual instructional materials, and the learning produced by visual instructional material. The aim of the second study was to identify the factors related to perceived satisfaction of these adult students in their online courses. These students were based on the cognitive load theory and the critical factors of student satisfaction in online courses. In the first quasi-experimental study was found that the video (audio-visual instructional materials) produced better learning in adult students compared to visual presentations (visual instructional material). In the second correlational study was found that the attitude of the learner toward computers, self-efficacy of the learner on the Internet, external cognitive load, timely response instructor, the attitude of the instructor towards e-learning, flexibility the virtual course, the quality of the virtual course, the quality of the technology, the quality of Internet, perceived usefulness, perceived ease of use, diversity in the evaluation, and the perception of interaction with others, are significantly correlated to student satisfaction. Based on the results of these two studies it has been proposed some guidelines for the professors of the Theology online program can be trained in the design of suitable audio-visual learning materials, as well as in the design or improvement of their virtual courses to produce positive student satisfaction. |
|---|