Impact on high school students by the application of innovative methods in virtual education
Keywords:
active methodologies, competitiveness, constructivism, distance education, technological toolsAbstract
This work aims to encourage and provide a global vision of the teacher's task during this difficult stage, where this pandemic has become an opportunity to apply the constructivist paradigm in the educational system with greater coherence, using active methodologies and technological tools that enrich the educational work and provide the student with a range of benefits, such as intrinsic motivation, leadership training and social contact to provide solutions to complex problems in real life with a professional projection. The experiences and points of view on the application of innovative methods and the benefits of the same are detailed, as well as the execution of project-based and problem-based learning, from the bibliographic review carried out and the application of the inductive method, it can be concluded that there is great interest on the part of teachers to implement information and communication technologies pedagogically in their teaching practice and generate high levels of competitiveness and satisfaction in students.
Downloads
References
Alcívar, Tyrone.; Calle, Robertson (2020). Learning and Knowledge Technologies (TAC) as Interactive Tools to Enhance Educational Environments. Journal of Advanced Research in Dynamical and Control Systems, 12(8), 51-159. DOI: 10.5373 / JARDCS / V12I8 / 20202459.
Aristizábal, D., & Dieste, B. (2012). Trabajo cooperativo y competencias transversales. Revista Iberoamericana para la Investigación y el Desarrollo Educativo: RIDE, 2(4), 34-51.
Astudillo, M., Pinto, B., Arboleda, M., & Anchundia, Z. (2018). Aplicación de las Tic como herramienta de aprendizaje en la Educación Superior. . RECIMUNDO: Revista Científica de la Investigación y el Conocimiento, 2(2), 585-598.
Buttazzoni, A. N., Van Kesteren, E. S., Shah, T. I., & Gilliland, J. A. (2018). Active school travel intervention methodologies in North America: a systematic review. American Journal of Preventive Medicine, 55(1), 115-124. https://doi.org/10.1016/j.amepre.2018.04.007
Durán, R. (2009). Aportes de Piaget a la educación: hacia una didáctica socio-constructivista. Dimensión empresarial, 7(2), 8-11.
Galindo, L., Ruiz, E., Martínez, N., & Galindo, R. (2015). El Aprendizaje Colaborativo en Ambientes Virtuales (Primera ed.). Guadalajara, Jalisco, México: Editorial Centro de estudiose investigaciones para el desarrollo docente Cenid AC.
García, M. (2020). La docencia desde el hogar. Una alternativa necesaria en tiempos de Covid 19. Polo del conocimiento: Revista científico-profesional., 5(4), 304 - 324.
Girvan, C., & Savage, T. (2010). Identifying an appropriate pedagogy for virtual worlds: A Communal Constructivism case study. Computers & Education, 55(1), 342-349. https://doi.org/10.1016/j.compedu.2010.01.020
Goig, R. (2012). La Webquest como innovación educativa en el ámbito de la Educación Vial. Enseñanza & Teaching: Revista interuniversitaria didáctica., 1(30), 63-84.
Kala, S., Isaramalai, S. A., & Pohthong, A. (2010). Electronic learning and constructivism: A model for nursing education. Nurse education today, 30(1), 61-66. https://doi.org/10.1016/j.nedt.2009.06.002
López, M., Vegas, H., Rodrígez, M. (2020). Project-based Learning Strategy: An Innovative Proposal for Local Education System. International JOurnal of Psychosocial Rehabilitation, 24(1).
Maldonado-Torres, S., Araujo, V., & Rondon, O. (sf). Enseñar como un “acto de amor” con métodos de enseñanza-aprendizaje no tradicionales en los entornos virtuales. Revista Electrónica Educare, 22(3), 1409-4258.
Martin, A., Herranz, P., & Segovia, M. (2017). Gamificación en la educación, una aplicación práctica con la plataforma Kahoot. Anales de ASEPUMA (25), 1-17.
Méndez, M., & Sanjuan, M. (2011). Aprendizaje autónomo del alumnado en la educación superior. Univest 2011, 1-18.
Mendoza, M., Cevallos, & Rodríguez, M. (2020). Maker Movement: Strategy for the Construction of Knowledge in High School Students. International Research Journal of Management, IT & Social Sciences 7(4), 1-8.
Mero, E., Pazmiño, M., Rodríguez, M. (2019). An Innovative Proposal For Teaching Learning: The Inverted Classroom. Journal of Advanced Research in Dynamical and Control Systems, 11(08)-Special Issue, 2531-2540.
Moya, E. C. (2017). Using Active Methodologies: The Student?View. Procedia-Social and Behavioral Sciences, 237, 672-677. https://doi.org/10.1016/j.sbspro.2017.02.040
Reibelo, J. (1998). Método de ensñanza aprendizaje para la enseñanza por descubrimiento (I). Aula Abierta (71), 121-144.
Rodriguez, A. (2014). Utilización de Google Hangouts en e-learning. Historia y Comunicación Social, 19(3), 585-598.
Rovai, A. P. (2003). In search of higher persistence rates in distance education online programs. The Internet and Higher Education, 6(1), 1-16. https://doi.org/10.1016/S1096-7516(02)00158-6
Rovai, A. P., & Downey, J. R. (2010). Why some distance education programs fail while others succeed in a global environment. The Internet and Higher Education, 13(3), 141-147. https://doi.org/10.1016/j.iheduc.2009.07.001
Rubio, A. (2011). El uso de plataformas sincrónicas aplicadas a la enseñanza del periodismo. Vivat Academic. Revista de Comunicación (117), 1216-1225.
Soler, A. (2016). La confianza de los adolescentes escolarizados en las redes sociales virtuales. Praxis&Saber, 7(15), 231-246.
Wisenthige, K., & Guoping, C. (2016). Firm level competitiveness of small and medium enterprises (SMEs): analytical framework based on pillars of competitiveness model. International research journal of management, IT and social sciences, 3(9), 61-67.
Zambrano, Henry.; Benavides, Jeovanny.; Rodriguez, María (2020). Facebook as an Innovative Resource to Support Academic Processes in the Days of Covid-19: An Analysis the Use of Social Network in Baccalaureate. International Journal of Advanced Science and Technology 29(11s), 2572-2579.
Published
How to Cite
Issue
Section
Copyright (c) 2020 International research journal of engineering, IT & scientific research
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in the International Research Journal of Engineering, IT & Scientific research (IRJEIS) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant IRJEIS right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.
Articles published in IRJEIS can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
This copyright notice applies to articles published in IRJEIS volumes 6 onwards. Please read about the copyright notices for previous volumes under Journal History.
