Los estilos de aprendizaje en espacios virtuales en estudiantes de educación superior.
Currently, educational evaluation allows: to observe, determine and analyze what were the results and difficulties in the teaching-learning process during the confinement due to the COVID-19 pandemic, as well as the individual progress in the learning acquired by the students. This article focuses o...
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| 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:52000/723 |
| Acceso en línea: | http://repositorio.uotavalo.edu.ec/handle/52000/723 |
| Access Level: | acceso abierto |
| Palabra clave: | Educación Superior Aprendizaje Enseñanza Virtualidad Educación |
| Sumario: | Currently, educational evaluation allows: to observe, determine and analyze what were the results and difficulties in the teaching-learning process during the confinement due to the COVID-19 pandemic, as well as the individual progress in the learning acquired by the students. This article focuses on the study of learning styles in virtual spaces of higher education where certain difficulties were found such as access, connectivity failures, and little knowledge in the management of resources and electronic devices; apparently, we take into account the difference in learning styles within the cognitive development of the student. For this reason, the main objective of this study was to compare learning styles in virtual spaces with the academic progress of higher education students, observing positive and negative aspects during the time of virtual education. The research was quantitative descriptive, which allows us to recognize what is the impact on learning and to obtain this information, a survey was used with ten questions that used the Likert scale to consult the visual, auditory, or kinesthetic learning style. The respondents were 53 students from certain universities in the Metropolitan District of Quito and thirty teachers, who reported their learning styles and the methodology used by teachers to identify their relationship during virtual classes. |
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