Characterization of Interpersonal Communication in the Teaching-Learning Process
An analysis of theoretical understandings of communciation makes it possible to identify its importance in personal development; communication should be studied as a curricular objective and as curricular content, or as cross-disciplinary knowledge. The aim of this research is to characterize interp...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | México |
| Institución: | UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA |
| Repositorio: | Revista Electrónica de Investigacion Educativa |
| Idioma: | español |
| OAI Identifier: | oai:ojs.redie.uabc.mx:article/2284 |
| Acceso en línea: | https://redie.uabc.mx/redie/article/view/2284 |
| Access Level: | acceso abierto |
| Palabra clave: | Interpersonal communication teaching-learning process higher education. Comunicación interpersonal proceso enseñanza-aprendizaje educación superior. |
| Sumario: | An analysis of theoretical understandings of communciation makes it possible to identify its importance in personal development; communication should be studied as a curricular objective and as curricular content, or as cross-disciplinary knowledge. The aim of this research is to characterize interpersonal communication in the teaching-learning process in the bachelor’s degree in education in the University of Guayaquil (Universidad de Guayaquil) in Ecuador. The instruments used were observation and questionnaires. The sample was made up of 62 teachers and 355 students. The main findings include limitations in the didactic projection of interpersonal communication in the teaching-learning process, which is shown in the lack of dialogue, a lack of group activities during classes, and insufficient personalization of the process, among other aspects. |
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