Metodología para la enseñanza en la modalidad virtual y su influencia en el aprendizaje autónomo en estudiantes de nivel superior.
Resumen
The methodology implemented by the teacher in the virtual teaching modality is treated
as a dynamic that favors improvements in the comprehensive training of students and at the same
time offers support to teachers to carry out the development and monitoring of learning. The
objective of the present study is to analyze the teaching methodology in the virtual modality and
its influence on autonomous learning in students of the Department of Special Education of the
Faculty of Pedagogy and Special Education of the Specialized University of the Americas,
Extension of Veraguas, to determine if the methodology used by the teacher in teaching in the
virtual modality influences the autonomous learning of the students. The research that has been
developed is of a descriptive explanatory cross-sectional type, with a non experimental or
observational design, through a sample of 218 students taken from a random proportional
stratified statistical sampling of the student population of the Bachelor's Degrees in Special
Education, Early Stimulation and Family Guidance and Learning Difficulties; in addition to 23
teachers who attend the different careers of the department under study, using simple sampling.
Through simple linear regression analysis, to establish the degree of association that exists
between virtual teaching and autonomous learning; It was found that the global significance of
the model was significant (denoted by the critical value of F 3.99E-12 < 0.05), likewise the
coefficients of the intercept and the virtual modality variable were significant at 1% and 5%. Using
the correlation coefficient (R = 0.447383) it was established that there is moderate correlation
explained in 20% by the determination coefficient (Rˆ2 = 0.200152).
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