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Percepciones sobre el aprendizaje social y la operatividad de un entorno virtual: un análisis en estudiantes de una Facultad de Educación
Perceptions of social learning and the operability of a virtual environment: an analysis of students from a Faculty of Education
dc.contributor.author | HERNANDEZ SUAREZ, CESAR AUGUSTO | |
dc.contributor.author | Gamboa Suárez, Audin Aloiso | |
dc.contributor.author | Prada Nuñez, Raul | |
dc.date.accessioned | 2024-04-09T16:56:02Z | |
dc.date.available | 2024-04-09T16:56:02Z | |
dc.date.issued | 2024-02-01 | |
dc.identifier.uri | https://repositorio.ufps.edu.co/handle/ufps/6868 | |
dc.description.abstract | Esta investigación se centra en la percepción de los estudiantes sobre la influencia de una plataforma digital en la interacción y aprendizaje social en un contexto educación híbrido en una universidad pública de Colombia. Se adopta un enfoque cuantitativo y descriptivo, mediate un estudio de campo con 131 estudiantes inscritos en una Facultad de Educación. Se utiliza un cuestionario basado en encuestas. Los resultados revelan que el 95.6% de los estudiantes accede a redes sociales, pero solo el 79.60% las emplea con fines académicos. Se evidencia que más del 50% aprecia el apoyo docente, aunque indicaron la necesidad de mejorar aspectos como la retroalimentación y el tiempo de respuesta. En cuanto a las metodologías didácticas, el 51.90% y 39.20% de los estudiantes consideran adecuados los enfoques basados en proyectos y en problemas, respectivamente. En conclusión, se destaca el papel transformador de la plataforma educativa en la experiencia educativa, promoviendo un aprendizaje colaborativo y social. | spa |
dc.description.abstract | This research study focuses on students' perceptions of the impact of a digital platform on social interaction and learning within a hybrid educational context at a public university in Colombia. A quantitative and descriptive approach is applied by surveying 131 students enrolled at a Faculty of Education. Data are gathered using a survey-based questionnaire. The results reveal that 95.60% of the students engage with online social networks, but only 79.60% use them for academic purposes. It is also evident that over 50% appreciate professor support, although they indicate the need for improvements in areas such as feedback and response time. Regarding pedagogical methodologies, 51.90% and 39.20% of students find project-based and problem-based approaches suitable, respectively. In conclusion, the present study highlights the transformative role of the educational platform in enhancing the educational experience by promoting collaborative and social learning. | eng |
dc.format.extent | 10 Páginas | spa |
dc.format.mimetype | application/pdf | spa |
dc.language.iso | spa | spa |
dc.publisher | Formacion Universitaria | spa |
dc.relation.ispartof | Formación Universitaria Vol. 17(1), 129-138 (2024) http://dx.doi.org/10.4067/S0718-50062024000100129 | |
dc.rights | Está obra esta bajo una licencia Creative Commons Reconocimiento - No Comercial (by-nc) | eng |
dc.rights.uri | https://creativecommons.org/licenses/by-nc/4.0/ | spa |
dc.source | https://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-50062024000100129 | spa |
dc.title | Percepciones sobre el aprendizaje social y la operatividad de un entorno virtual: un análisis en estudiantes de una Facultad de Educación | spa |
dc.title | Perceptions of social learning and the operability of a virtual environment: an analysis of students from a Faculty of Education | eng |
dc.type | Artículo de revista | spa |
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dc.identifier.doi | 10.4067/S0718-50062024000100129 | |
dc.relation.citationedition | Vol.17 No. 1 (2024) | spa |
dc.relation.citationendpage | 138 | spa |
dc.relation.citationissue | 1 (2024) | spa |
dc.relation.citationstartpage | 129 | spa |
dc.relation.citationvolume | 17 | spa |
dc.rights.accessrights | info:eu-repo/semantics/openAccess | spa |
dc.rights.creativecommons | Atribución-NoComercial 4.0 Internacional (CC BY-NC 4.0) | spa |
dc.subject.proposal | plataforma virtual | spa |
dc.subject.proposal | modelo híbrido | spa |
dc.subject.proposal | interacción | spa |
dc.subject.proposal | aprendizaje social | spa |
dc.subject.proposal | percepción estudiantil | spa |
dc.subject.proposal | redes sociales online | spa |
dc.subject.proposal | virtual platform | eng |
dc.subject.proposal | hybrid model | eng |
dc.subject.proposal | interaction | eng |
dc.subject.proposal | social learning | eng |
dc.subject.proposal | student perception | eng |
dc.subject.proposal | online social networks | eng |
dc.type.coar | http://purl.org/coar/resource_type/c_6501 | spa |
dc.type.content | Text | spa |
dc.type.driver | info:eu-repo/semantics/article | spa |
dc.type.redcol | http://purl.org/redcol/resource_type/ART | spa |
oaire.accessrights | http://purl.org/coar/access_right/c_abf2 | spa |
oaire.version | http://purl.org/coar/version/c_970fb48d4fbd8a85 | spa |
dc.type.version | info:eu-repo/semantics/publishedVersion | spa |