Virtual tools in distance education: university satisfaction regarding its application as part of teaching strategies
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Authors
Morales-Romero, GuillermoArévalo-Tuesta, José Antonio
Rodas-Camacho, Lilia
Auqui-Ramos, Elizabeth
Palacios-Huaraca, Carlos
Trujillo-Hinojosa, César
Caceres-Cayllahua, Elvira
Issue Date
2022-11-01
Metadata
Show full item recordJournal
Indonesian Journal of Electrical Engineering and Computer ScienceDOI
10.11591/ijeecs.v28.i2.pp1049-1057Additional Links
https://ijeecs.iaescore.com/index.php/IJEECS/article/view/27597Abstract
When virtual education was implemented in Peru, the limitations of teachers in technological management were evident. For this reason, the research seeks to analyze the perception of university satisfaction regarding the use of virtual teacher tools as part of teaching strategies, in order to improve virtual teaching-learning, achieving student motivation and facilitating this meaningful learning through the use of virtual tools. The method used according to the investigative approach is qualitative, according to its scope it is descriptive and correlational. During the development of the research, it was identified that the satisfaction regarding the use of virtual tools by the teacher is focused on the critical, constructive and positive attitude towards virtual tools and in the acquittal of students' questions regarding the use of virtual tools. On the other hand, the indicator that is related to low student satisfaction focuses on the low diversity of methodological strategies used for the development of virtual learning sessions. Likewise, the Chi-square test shows the significant relationship between the perception of the teacher's competences regarding the use of virtual tools and the perception of the quality of the teaching offered to students during distance education.Type
info:eu-repo/semantics/articleRights
info:eu-repo/semantics/openAccessAttribution-NonCommercial-ShareAlike 4.0 International
Language
engISSN
25024752EISSN
25024760ae974a485f413a2113503eed53cd6c53
10.11591/ijeecs.v28.i2.pp1049-1057
Scopus Count
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- Creative Commons