Condiciones psicológicas para la eficacia de la educación a distancia
DOI:
https://doi.org/10.17162/au.v12i2.1046Palavras-chave:
componente cognitivo, educación a distancia, componente motivacional, ejercicios motivacionales, informes reflexivos, componente actividad operacional, componente reflexivo.Resumo
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.Downloads
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Copyright (c) 2022 Oleksandr V. Zinchenko, Andrii V. Sherudylo, Anna V. Zhuravel, Iryna V. Mozul, Oleksandr V. Ihnatenko
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
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