Aprendizaje autónomo en Moodle

Autonomous learning is approached from the contribution provided by virtual platforms, in this case Moodle and its effect on learning. The dimensions and characteristics to be promoted were determined so that by implementing autonomous learning the academic performance of the student is improved. The research approach is quantitative, with a non-experimental and longitudinal design. The methods applied started from the use of theoretical and empirical, to the application of inferential statistics. The study population was 139 students and the same number of parents and nine (9) managers. A survey was applied with response options based on the Likert scale, processed in Excel and analyzed in the SPSS V. 25 Software. The results showed that Moodle improves: responsibility in 71.1%, independence in 68, 4% and self-regulation in 71%; while the characteristic of collaborative work is deterministic of Moodle in 72.4%. Thus, it was concluded that there is a high direct correlation between the collaborative work of Moodle with the responsibility and self-regulation of autonomous learning.

• Hlavní autor: Maliza Muñoz, Washington Fernando (author)
• Médium: masterThesis
• Vydáno: 2023
• Témata: Aprendizaje autónomo; Moodle; Autorregulación; Rendimiento académico
• On-line přístup: http://dspace.utb.edu.ec/handle/49000/13683