Efectividad de la educación a distancia en instituciones de educación superior bajo la ley marcial

Autores/as

DOI:

https://doi.org/10.17162/au.v13i1.1332

Palabras clave:

Aprendizaje, educación a distancia, ley marcial, comunicación, docencia, tecnologia, socializacion.

Resumen

El presente estudio tuvo como objetivo evaluar la efectividad del aprendizaje a distancia en instituciones de educación superior (IES) bajo la ley marcial. Se analizó el desempeño de los estudiantes y los cuestionarios a fin de determinar la efectividad del aprendizaje a distancia. La encuesta incluyó una evaluación de la satisfacción de los estudiantes con el entorno educativo y la organización del aprendizaje, su motivación para estudiar y la socialización. Se encontró que el rendimiento académico de los estudiantes bajo la ley marcial cambió: el número de alumnos con Nivel A disminuyó, mientras que el número de estudiantes con Nivel C aumentó. Se estableció que solo el 30% de los estudiantes tenían una fuerte motivación por estudiar. El estudio tambien mostró que los estudiantes tenían un clima insuficiente para la comunicación interpersonal durante el aprendizaje a distancia, carecían de retroalimentación establecida por parte del maestro; y ante esto se hizo necesario utilizar la retroalimentación con la oportunidad de que los estudiantes se expresen, para comparar sus expectativas de la materia académica con lo que ofrecen los docentes para aumentar la efectividad de la educación a distancia. Se concluyó que la socialización se vio afectada durante el aprendizaje a distancia.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Adams, A., & Toh, W. (2021). Student emotion in mediated learning: Comparing a text, video, and video game. The Electronic Journal of e-Learning, 19 (6), 575-587. https://doi.org/10.34190/ejel.19.6.2546

Akresh, R. (2016). Climate change, conflict, and children. Technical report, Households in Conflict Network Working Paper, 26 (1), 51-71.

Bazeliuk, O. V., Spirin, O. M., Petrenko, L. M., & Kalenskyi, A. A. (2018). Distance professional learning technologies. Zhytomyr: “Polissia”.

Bhagat, K. K., Wu, L. Y., & Chang, C. Y. (2019). The impact of personality on students’ perceptions towards online learning. Australasian Journal of Educational Technology, 35 (4), 98-108. https://doi.org/10.14742/ajet.4162

Campbell, L. O., Heller, S., & Pulse, L. (2022). Student-created video: an active learning approach in online environments. Interactive Learning Environments, 30 (6), 1145-1154. https://doi.org/10.1080/10494820.2020.1711777

Estebanell-Minguell, M., González-Martínez, J., Esteban-Guitart, M., & Serrat-Sellabona, E. (2021) Media profiles and transmedia learning in university students. International Journal of Learning Technology, 16 (4), 324–339. https://doi.org/10.1504/IJLT.2021.10045550

Greener, S. (2020). Attendance and attention. Interactive Learning Environments, 28 (1), 1–2. https://doi.org/10.1080/10494820.2020.1712105

Grieve, R., Kemp, N., Norris, K., & Padgett, C. R. (2017). Push or pull? Unpacking the social compensation hypothesis of Internet use in an educational context. Computers & Education, 109, 1–10. https://doi.org/10.1016/j.compedu.2017.02.008.

Guay, F., Ratelle, C. F., & Chanal, J. (2018). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology, 49 (3), 233–240.

Halili, S. H., & Razak, R. A. (2018). Flipped classroom approach for preschool students in learning English language. International Journal of Learning Technology, 13 (3), 203–219. https://doi.org/10.1504/IJLT.2018.10017161

Heumos, T., & Kickmeier-Rust, M. (2020). Using game-based training to reduce media induced anxiety in young children – A pilot study on the basis of a game-based app (MARTY). The Electronic Journal of e-Learning, 18 (3), 207-218. https://doi.org/10.34190/EJEL.20.18.3.001

Jati, S. S. P., Subekti, A., & Sulistyo, W. D. (2020). Development of ’Video Bank’ based on prehistoric community life at the Sangiran Site as an independent learning media. International Journal of Emerging Technologies in Learning, 15 (07), 86–97. https://doi.org/10.3991/ijet.v15i07.13257

Kaoud, H., El-Shihy, D., & Yousri, M. (2021). Online learning in Egyptian universities post COVID-19 pandemic: A student’s perspective. International Journal of Emerging Technologies in Learning, 16 (18), 38–52. https://doi.org/10.3991/ijet.v16i18.25135

Kim, N. H., So, H. J, & Joo, Y. J. (2021). Flipped learning design fidelity, self-regulated learning, satisfaction, and continuance intention in a university flipped learning course. Australasian Journal of Educational Technology, 37 (4), 1-19. https://doi.org/10.14742/ajet.6046

Kukharenko, V. M., & Bondarenko, V. V. (2020). Emergency distance learning in Ukraine. Kharkiv: Miska Drukarnia.

Lee, Y.-H., Hsieh, Y.-C., & Chen, Y.-H. (2013). An investigation of employees’ use of e-learning systems: applying the technology acceptance model. Behaviour & Information Technology, 32 (2), 173–189. https://doi.org/10.1080/0144929x.2011.577190

Lowenthal, P. R. (2022). Exploring student perceptions of asynchronous video in online courses. Distance Education, 43 (3), 369-387. https://doi.org/10.1080/01587919.2022.2088479

Luke, K. (2020). The pause/play button actor-network: Lecture capture recordings and (re)configuring multi-spatial learning practices. Interactive Learning Environments, 30 (6), 1011-1027. https://doi.org/10.1080/10494820.2019.1706052

Ministry of Education and Science of Ukraine. (2022). Education is under threat. https://saveschools.in.ua/

Namen, O., Prem, M., & Vargas, J. F. (2020). The human capital peace dividend. HiCN Working Papers, 310.

Orsini, C., Binnie, V. I., & Tricio, J. A. (2018). Motivational profiles and their relationships with basic psychological needs, academic performance, study strategies, self-esteem, and vitality in dental students in Chile. Journal of Educational Evaluation for Health Professions, 15 (11), 1–6.

Przybylski, A. K., Murayama, K., DeHaan, C. R., & Gladwell, V. (2013). Motivational, emotional, and behavioral correlates of fear of missing out. Computers in Human Behaviour, 29 (4), 1841–1848.

Roy, S., & Singh, P. (2016). Gender bias in education during conflict: Evidence from Assam. Technical report, WIDER Working Paper, wp-2016-67.

Shibani, A., Knight, S., & Shum, S. B. (2020). Educator perspectives on learning analytics in classroom practice. The Internet and Higher Education, 46, 63-82. https://doi.org/10.1016/j.iheduc.2020.100730

Shkuropat, A. V., Golovchenko, I. V., & Rudyshyn, S. D. (2021). The structure of educational motivation of high school students. Pedagogical Sciences: Theory and Practice, 3, 19-26.

Stuart, J., O’Donnell, A. W., Scott, R., O’Donnell, K., Lund, R., & Barber, B. (2022). Asynchronous and synchronous remote teaching and academic outcomes during COVID-19. Distance Education, 43 (3), 408-425. https://doi.org/10.1080/01587919.2022.2088477

Thai, N. T. T., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers & Education, 107, 113–126. https://doi.org/10.1016/j.compedu.2017.01.003

Turan, Z., Kucuk, S., & Cilligol Karabey, S. (2022). The university students’ self-regulated effort, flexibility and satisfaction in distance education. International Journal of Educational Technology in Higher Education, 19, 35. https://doi.org/10.1186/s41239-022-00342-w

Wong, R. (2019). Basis psychological needs of students in blended learning. Interactive Learning Environments, 30 (6), 1–15. https://doi.org/10.1080/10494820.2019.1703010

Yang, C. C. Y., Chen, I. Y. L., Akçapınar, G., Flanagan, B., & Ogata, H. (2021). Using a Summarized Lecture Material Recommendation System to Enhance Students’ Preclass Preparation in a Flipped Classroom. Educational Technology & Society, 24 (2), 1–13.

Descargas

Publicado

2022-12-02

Cómo citar

Ishchenko, Y. ., Vdovenko О. ., Nych, T. ., Moroz-Rekotova, L. ., & Arystova, L. . (2022). Efectividad de la educación a distancia en instituciones de educación superior bajo la ley marcial. Apuntes Universitarios, 13(1), 348–364. https://doi.org/10.17162/au.v13i1.1332