Análisis de los docentes en el uso de recursos digitales en la enseñanza y evaluación en línea en tiempos de COVID
DOI:
https://doi.org/10.24310/innoeduca.2023.v9i1.15419Palabras clave:
Educación online, profesorado, tecnología, TIC, COVIDResumen
El estudio consideró el uso de aplicaciones de aprendizaje en línea con fines de enseñanza y evaluación en instituciones de aprendizaje superiores que estimulan una nueva atmósfera en la que los profesores pueden utilizar estas instalaciones para promover el aprendizaje. El estudio también determinó la diferencia de género entre los profesores que usan aplicaciones de aprendizaje en línea para la enseñanza y la evaluación en el aula en un contexto post-covid. Las aplicaciones digitales analizadas en este estudio incluyen el aula de Google, Correo electrónico, Moodle, Canvas, Google, Microsoft Team, Zoom, Google Meet, Seminario web de Cisco, grupos de Facebook, recursos educativos abiertos (REA), documentos de Google, diapositivas de Google, canal de WhatsApp y Telegram. En la actualidad, sin embargo, las opiniones están divididas sobre la medida en que los profesores utilizan estas aplicaciones de aprendizaje en línea en la instrucción y la evaluación. Se adoptó un diseño de investigación de encuesta descriptiva con 152 participantes (n = 88 hombres y n = 64 mujeres) para el estudio y el instrumento utilizado para la recolección de datos fue la Utilización de Aplicaciones de Aprendizaje en Línea en la Instrucción en el Aula y el Cuestionario de Evaluación Continua (UOLACICAQ). En diciembre de 2021, los participantes completaron el Cuestionario. La consistencia interna del instrumento se determinó mediante el Alfa de Cronbach y se obtuvo el índice de confiabilidad de .93.Los resultados del estudio muestran un bajo grado de utilización de las aplicaciones de aprendizaje en línea en la instrucción en el aula y la evaluación continua (Canvas, Microsoft Team, Google Meet, Cisco Webinar, OER, Google slide, Telegram Channel, grupos de Facebook, Moodle, Google Classroom, sistemas de gestión de aprendizaje, formularios de Google y hoja de Google). Sin embargo, hubo una diferencia significativa entre el uso de aplicaciones de aprendizaje en línea para la evaluación continua por parte de profesores masculinos y femeninos. La utilización de las aplicaciones de aprendizaje en línea por parte de los profesores en la instrucción y la evaluación del aprendizaje los expondrá a diferentes aplicaciones de aprendizaje en línea utilizadas para impartir docencia y evaluar el aprendizaje de los estudiantes. La investigación proporciona una buena idea del instrumento para medir los resultados de aprendizaje en juego en la institución superior. Sin embargo, los profesores no difieren en cuanto a la medida en que utilizan aplicaciones de aprendizaje en línea mientras imparten instrucciones en el aula según el género.
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