Identificación e integración de los tipos aprendizaje en línea. Experiencias de los estudiantes de posgrado
DOI:
https://doi.org/10.33010/ie_rie_rediech.v14i0.1780Palavras-chave:
Aprendizaje virtual, educación virtual, estudiantes de posgradoResumo
Este estudio se desarrolló para indagar cómo se identificó e integró el aprendizaje en línea desde las experiencias de los estudiantes de posgrado. Se utilizó metodología cualitativa, así como el método empírico-analítico apoyado en la teoría fundamentada. La muestra fue no probabilística. Incluyó estudiantes de maestría y doctorado, a quienes se les realizaron entrevistas individuales semiestructuradas. Los resultados mostraron que algunas características importantes de las sesiones en línea fueron la flexibilidad, el aprendizaje a su propio ritmo, la capacidad de revisar y buscar información en tiempo real y la accesibilidad para los maestros. Un ejemplo de esto fueron las grabaciones de las clases en línea, que fueron recursos de aprendizaje muy útiles que apoyaron el aprendizaje flexible y remoto. Los resultados indicaron que la integración del aprendizaje en línea fue una mezcla de conocimientos y experiencias, a través de la integración del aprendizaje autónomo, significativo y colaborativo. Se concluye que los hallazgos pueden ayudar a comprender la integración del aprendizaje en línea, lo cual favorece a docentes y directivos de instituciones de posgrado en la toma de decisiones con respecto a su implementación.
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Copyright (c) 2023 José de Jesús Peinado Camacho
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