Condiciones psicológicas para la eficacia de la educación a distancia
DOI:
https://doi.org/10.17162/au.v12i2.1046Palabras clave:
componente cognitivo, educación a distancia, componente motivacional, ejercicios motivacionales, informes reflexivos, componente actividad operacional, componente reflexivo.Resumen
El artículo trata sobre las condiciones psicológicas que afectan la educación a distancia en la escuela secundaria. Se utilizaron los siguientes métodos: experimento pedagógico psicológico y formativo, prueba, observación, análisis de tendencias porcentuales, prueba t de Student. La variable independiente del experimento son los ejercicios motivacionales y los informes reflexivos de los cursos a distancia, y la variable dependiente es la competencia profesional de los participantes de la investigación. En el estudio participaron 212 aspirantes al nivel educativo de Máster: 102 personas en la muestra de control y 110 personas en experimental. El cálculo de la prueba t de Student confirmó la importancia de todas las transformaciones detectadas. El estudio demuestra la importancia de las condiciones psicológicas creadas para mejorar la eficacia de la educación a distancia. Los resultados del estudio se pueden utilizar como base para programas de formación psicológica especializados para los profesores que imparten cursos de educación a distancia. Otras perspectivas para la investigación sobre el problema son estudiar el impacto del estado psicológico de los docentes sobre la efectividad de la educación a distancia, así como comparar los resultados de la introducción de ciertas condiciones psicológicas en la educación tradicional y a distancia.Descargas
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Derechos de autor 2022 Oleksandr V. Zinchenko, Andrii V. Sherudylo, Anna V. Zhuravel, Iryna V. Mozul, Oleksandr V. Ihnatenko
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
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