Palabras clave
educación en línea
educación presencial
metodologías de enseñanza
educación presencial
metodologías de enseñanza
Cómo citar
Salvatierra Vera, R. R., Barreiro Zambrano, T. del R., Saldarriaga Santana, F. N., Mendoza Saltos, R. E., & Alcívar Vera, M. (2022). Estudio comparativo de las modalidades de aprendizaje presencial y virtual. Minerva, 1(Special), 86-97. https://doi.org/10.47460/minerva.v1iSpecial.83
Resumen
En este trabajo se presenta un análisis del rendimiento académico presentado en estudiantes universitarios entre los períodos previos a la pandemia por COVID 19 y el período de la pandemia. Se analizan diferentes materiales científicos de la base de datos Scopus, con el fin de reconocer los posibles
factores que podrían alterar la motivación escolar y en consecuencia el promedio de calificaciones. Se analizan además las calificaciones de estudiantes en ocho asignaturas. Los principales resultados muestran que no es posible establecer un criterio único para poder reconocer las razones que hacen que los jóvenes bajen sus calificaciones, además se pudo observar que las metodologías de enseñanza son fundamentales para las mejoras del proceso de aprendizaje.
Citas
[1] S. Curran, S. Gormally y C. Smith, «Re-Imagining Approaches to Learning and Teaching: Youth and Community Work Education Post COVID-19,» Education Sciences, vol. 12, nº 3, pp. 1-14, 2022.
[2] G. Li, H. Luo, J. Lei, S. Xu y T. Chen, «Effects of First-Time Experiences and Self-Regulation on College Students’ Online Learning Motivation: Based on a National Survey during COVID-19,» Education Sciences, vol.12, nº 4, pp. 245-263, 2022.
[3] N. N. Pokrovskaia, V. L. Leontyeva, M. Y. Ababkova y F. D’Ascenzo, «Regulation of Digital Behavior Models for Knowledge Transfer: Organizational Concerns of Remote Learning,» Education Sciences, vol. 11, nº 10, pp. 592-614, 2021.
[4] C. Papademetriou, S. Anastasiadou, G. Konteos y S. Papalexandris, «COVID-19 Pandemic: The Impact of the Social Media Technology on Higher Education,» Education Sciences, vol. 12, nº 4, pp. 261-287, 2022.
[5] R. Nazempour, H. Darabi y P. C. Nelson, «Impacts on Students’ Academic Performance Due to Emergency Transition to Remote Teaching during the COVID-19 Pandemic: A Financial Engineering Course Case Study,» Education Sciences, vol. 12, nº 3, pp. 202-215, 2021.
[6] C. Dubois, A. Vynohradova, A. Svet, R. Eckardt, M. Stelmaszczuk-Górska y C. Schmullius, «Impact of COVID-19 on eLearning in the Earth Observation and Geomatics Sector at University Level,» Education Sciences, vol. 12, nº 5, pp. 334-360, 2022.
[7] D. Bylieva, J.-C. Hong, V. Lobatyuk y T. Nam, «Self-Regulation in E-Learning Environment,» Education Sciences, vol. 11, nº 12, pp. 785-807, 2021.
[8] C. Checa-Morales, C. De-Pablos-Heredero, Y. Guiselli Torres, C. Barba y A. García, «Quantitative Comparison between Traditional and Intensive Face-to-Face Education through an Organizational Model,» Education Sciences, vol. 11, nº 12, pp. 820-831, 2021.
[9] B. C. Colclasure, A. Marlier, M. F. Durham, T. Durham Brooks y M. Kerr, «Identified Challenges from Faculty Teaching at Predominantly Undergraduate Institutions after Abrupt Transition to Emergency Remote Teaching during the COVID-19 Pandemic,» Education Sciences, vol. 11, nº 9, pp. 556-589, 2021.
[10] S. Katic, F. V. Ferraro, F. I. Ambra y M. L. Iavarone, «Distance Learning during the COVID-19 Pandemic. A Comparison between European Countries,» Education Sciences, vol. 11, nº 10, pp. 595-612, 2021.
[11] R. Gonzalez, H. Sørum y K. Raaen, «Emergency Digital Teaching during the COVID-19 Lockdown: Students’ Perspectives,» Education Sciences, vol. 12, nº 3, pp. 152-168, 2022.
[12] O. Fernández Aquino, P. Medina Zuta y E. Román Cao, «Remote Teaching in Professor Training: Three Latin American Experiences in Times of COVID-19 Pandemic,» Education Sciences, vol. 11, nº 12, pp. 818-843, 2021.
[13] M. E. Benalcázar, L. Barona, Á. L. Valdivieso, V. H. V. D. Vimos y S. C. J., «Educational Impact on Ecuadorian University Students Due to the COVID-19 Context,» Education Sciences, vol. 12, nº 1, pp. 17-34, 2022.
[14] N. Goyal, A. I. Abdulahad, J. A. Privett, A. Verma, M. Foroozesh y T. S. Coston, «Student Grade Evaluation, Survey Feedback and Lessons Learned during the COVID-19 Pandemic: A Comparative Study of Virtual vs. In-Person Offering of a Freshman-Level General Chemistry II Course in Summer at Xavier University of Louisiana,» Education Sciences, vol. 11, nº 12, pp. 818-829, 2022.
[15] S. Srinivasan, J. A. Lopez Ramos y N. Muhammad, «A Flexible Future Education Model-Strategies Drawn from Teaching during the COVID-19 Pandemic,» Education Sciences, vol. 11, nº 9, pp. 557-575, 2021.
[16] Unknown, «Fundamentos Comunicativos en Ambientes Virtuales,» 20 april 2015. [En línea]. Available: http://comunicacionenambientesairtuales.blogspot.com/2015/04/modelos-de-la-educacion-para-la.html.
[2] G. Li, H. Luo, J. Lei, S. Xu y T. Chen, «Effects of First-Time Experiences and Self-Regulation on College Students’ Online Learning Motivation: Based on a National Survey during COVID-19,» Education Sciences, vol.12, nº 4, pp. 245-263, 2022.
[3] N. N. Pokrovskaia, V. L. Leontyeva, M. Y. Ababkova y F. D’Ascenzo, «Regulation of Digital Behavior Models for Knowledge Transfer: Organizational Concerns of Remote Learning,» Education Sciences, vol. 11, nº 10, pp. 592-614, 2021.
[4] C. Papademetriou, S. Anastasiadou, G. Konteos y S. Papalexandris, «COVID-19 Pandemic: The Impact of the Social Media Technology on Higher Education,» Education Sciences, vol. 12, nº 4, pp. 261-287, 2022.
[5] R. Nazempour, H. Darabi y P. C. Nelson, «Impacts on Students’ Academic Performance Due to Emergency Transition to Remote Teaching during the COVID-19 Pandemic: A Financial Engineering Course Case Study,» Education Sciences, vol. 12, nº 3, pp. 202-215, 2021.
[6] C. Dubois, A. Vynohradova, A. Svet, R. Eckardt, M. Stelmaszczuk-Górska y C. Schmullius, «Impact of COVID-19 on eLearning in the Earth Observation and Geomatics Sector at University Level,» Education Sciences, vol. 12, nº 5, pp. 334-360, 2022.
[7] D. Bylieva, J.-C. Hong, V. Lobatyuk y T. Nam, «Self-Regulation in E-Learning Environment,» Education Sciences, vol. 11, nº 12, pp. 785-807, 2021.
[8] C. Checa-Morales, C. De-Pablos-Heredero, Y. Guiselli Torres, C. Barba y A. García, «Quantitative Comparison between Traditional and Intensive Face-to-Face Education through an Organizational Model,» Education Sciences, vol. 11, nº 12, pp. 820-831, 2021.
[9] B. C. Colclasure, A. Marlier, M. F. Durham, T. Durham Brooks y M. Kerr, «Identified Challenges from Faculty Teaching at Predominantly Undergraduate Institutions after Abrupt Transition to Emergency Remote Teaching during the COVID-19 Pandemic,» Education Sciences, vol. 11, nº 9, pp. 556-589, 2021.
[10] S. Katic, F. V. Ferraro, F. I. Ambra y M. L. Iavarone, «Distance Learning during the COVID-19 Pandemic. A Comparison between European Countries,» Education Sciences, vol. 11, nº 10, pp. 595-612, 2021.
[11] R. Gonzalez, H. Sørum y K. Raaen, «Emergency Digital Teaching during the COVID-19 Lockdown: Students’ Perspectives,» Education Sciences, vol. 12, nº 3, pp. 152-168, 2022.
[12] O. Fernández Aquino, P. Medina Zuta y E. Román Cao, «Remote Teaching in Professor Training: Three Latin American Experiences in Times of COVID-19 Pandemic,» Education Sciences, vol. 11, nº 12, pp. 818-843, 2021.
[13] M. E. Benalcázar, L. Barona, Á. L. Valdivieso, V. H. V. D. Vimos y S. C. J., «Educational Impact on Ecuadorian University Students Due to the COVID-19 Context,» Education Sciences, vol. 12, nº 1, pp. 17-34, 2022.
[14] N. Goyal, A. I. Abdulahad, J. A. Privett, A. Verma, M. Foroozesh y T. S. Coston, «Student Grade Evaluation, Survey Feedback and Lessons Learned during the COVID-19 Pandemic: A Comparative Study of Virtual vs. In-Person Offering of a Freshman-Level General Chemistry II Course in Summer at Xavier University of Louisiana,» Education Sciences, vol. 11, nº 12, pp. 818-829, 2022.
[15] S. Srinivasan, J. A. Lopez Ramos y N. Muhammad, «A Flexible Future Education Model-Strategies Drawn from Teaching during the COVID-19 Pandemic,» Education Sciences, vol. 11, nº 9, pp. 557-575, 2021.
[16] Unknown, «Fundamentos Comunicativos en Ambientes Virtuales,» 20 april 2015. [En línea]. Available: http://comunicacionenambientesairtuales.blogspot.com/2015/04/modelos-de-la-educacion-para-la.html.
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