Plataformas virtuales libres y su influencia en el aprendizaje autorregulado en la Unidad Educativa Dr. Antonio Parra Velasco, Guayas. 2020-2021
The evaluation of virtual free software platforms and their influence on self-regulated learning is the purpose of this research and as a result to propose a technological tool as an alternative in virtual education. In this research, two research groups will be formed: an experimental one identifie...
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| Format: | masterThesis |
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2021
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| Online pristup: | http://dspace.utb.edu.ec/handle/49000/11109 |
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Dodaj oznaku | Sažetak: | The evaluation of virtual free software platforms and their influence on self-regulated learning is the purpose of this research and as a result to propose a technological tool as an alternative in virtual education. In this research, two research groups will be formed: an experimental one identified as E and a traditional one called C, for which the quasi-experimental research design is used. Each group is made up of twenty-five students, who will be subjected to a pre-experimental evaluation and another post-experimental evaluation through an online survey to establish the influence of virtual platforms on self-regulated learning. In the application of the independent variable or the experiment also called this way, the Chamilo virtual platform was applied in group E and for group C a traditional classroom was used to teach the same content planning in the two scenarios that were in charge of a different teacher. After the post-evaluation, the hypothesis was tested, where it was determined that the difference in the means of the two groups is significant. In this sense, the alternative hypothesis is approved, where the evaluation of free software virtual platforms does improve self-regulated learning in seventh grade students of the “Antonio Parra Velasco” Educational Unit. Based on the fact that the experimental group obtained a total of 84.18% and the traditional group achieved 69.13% as the sum of the two phases, for which Ha is accepted and Ho is rejected. To end in the post-experimental phase, the significance value is, 000, which determines that the evaluation of virtual software platforms does improve the students' self-regulated learning. |
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