Aprendizaje desde la virtualidad en el modelo de aula invertida: una experiencia en la educación universitaria
DOI:
https://doi.org/10.35622/j.ti.2022.02.003Palabras clave:
ambientes virtuales de aprendizaje, aula invertida, TIC, virtualidadResumen
El objetivo fue analizar el aprendizaje desde la virtualidad en el modelo de aula invertida que se usó en la Maestría de Administración de Micro, Pequeñas y Medianas Empresas de la Universidad Autónoma de Sinaloa para identificar los ambientes virtuales de aprendizaje más idóneos. Con enfoque cualitativo, de tipo exploratorio y descriptivo, se desarrolló análisis documental, bajo el método etnográfico y de investigación-acción, se aplicó la observación participante, encuesta por conveniencia con cuestionario a prueba de Alpha de Cronbach y entrevistas a una muestra de 18 estudiantes de posgrado con un nivel de confianza del 95%. Los resultados registran que en Sinaloa no se tiene capilaridad digital y no todos los estudiantes de la Maestría tienen conectividad para desarrollar el modelo de aula invertida. Tras la pandemia, los estudiantes consideran que es un modelo que potencia el desarrollo de sus aprendizajes y fortalece las competencias de autogestión, autorregulación y autoeficacia en los diferentes ambientes virtuales de aprendizaje. La madurez digital de los estudiantes, ofrece argumentos para definir la transformación virtual en los programas de posgrado de la Universidad. Se desecha la hipótesis de que los estudiantes de postgrado rechazan el modelo como producto del escepticismo e intolerancia; sino más bien, debido a la carencia de equipos tecnológicos especializados y la falta de conectividad.
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Derechos de autor 2022 Patricia Inzunza-Mejía, Mónica Rivera-Obregón, Ana López-Carmona (Autor/a)
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