La enseñanza virtual y el aprendizaje de asignaturas del área de derecho civil en la carrera de leyes en tiempos de pandemia.
The objective of this research was to determine whether virtual teaching has generated learning in students who have taken the area of Civil Law in the Law program during the COVID-19 pandemic. The problem identified arose due to the difficulties of changing the training modality, which "forced...
| Autor: | |
|---|---|
| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Ecuador |
| Institución: | Universidad de Otavalo |
| Repositorio: | Repositorio Universidad de Otavalo |
| Idioma: | español |
| OAI Identifier: | oai:repositorio.uotavalo.edu.ec:52000/760 |
| Acceso en línea: | http://repositorio.uotavalo.edu.ec/handle/52000/760 |
| Access Level: | acceso abierto |
| Palabra clave: | Educación Virtualidad Enseñanza-Aprendizaje Pandemia |
| Sumario: | The objective of this research was to determine whether virtual teaching has generated learning in students who have taken the area of Civil Law in the Law program during the COVID-19 pandemic. The problem identified arose due to the difficulties of changing the training modality, which "forced" to move from face-to-face to virtual; to this, the opinion of students and teachers is complemented by the fact that they have not obtained significant learning as they did in the face-to-face mode. The research conducted had a approach quantitative; to obtain quantitative data, a survey was conducted via Internet directed to students and teachers, which consisted of twelve (12) structured questions using the Likert scale. The size of the population was fifty (50) students and seven (7) teachers to whom the different instruments were applied. Both students and teachers determined as negative the experience of moving from face-to-face to virtuality suddenly, since there was lack of motivation and interest on the part of the students, and lack of knowledge on the use of technological tools on the part of the teachers, thus causing a decrease in meaningful learning. Finally, it was concluded that teachers and students need to have a broad knowledge of technological tools since the teacher must be able to cope with these contingent situations in an innovative way, and always have didactic proposals to face the different social problems that may arise and focus on improving digital competencies. |
|---|