Centro de Posgrados

URI permanente para esta comunidadhttp://repositorio.uta.edu.ec/handle/123456789/1211

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2018 - 201932020 - 20241

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Tema: search.filters.subject.APRENDIZAJE COLABORATIVO

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Mostrando 1 - 4 de 4
  • Miniatura
    Item type:Ítem,
    Jamboard como recurso tecnológico para promover el aprendizaje colaborativo
    (2024-08)
    Torres Veloz, Yadira Mishell
    ;
    Díaz Quichimbo, Danilo Marcelo
    El presente trabajo tuvo como objetivo determinar la influencia de Jamboard como recurso tecnológico para promover el aprendizaje colaborativo de los estudiantes del séptimo grado de Educación General Básica de la Unidad Educativa “Ignacio Flores”. El paradigma que se utilizó en este estudio corresponde al sociocrítico y su metodología se basa en un enfoque cualitativo, con un nivel de investigación descriptivo y correlacional, el diseño que se estructuró es experimental, la modalidad de investigación efectuada es bibliográfica, documental y de campo. Para la recolección de información se utilizó dos técnicas: observación, entrevista y como instrumentos: la ficha de observación y la guía de preguntas, aplicados a 32 educandos de subnivel básico media y a la docente. Los resultados obtenidos determinaron un nivel de aprendizaje colaborativa alto con el uso de la herramienta Jamboard ya que contribuyó en la mejora de la relación entre pares y dinamizó los conocimientos de los educandos; por ello, denota la importancia de implementar recursos tecnológicos en clase para incidir en la motivación y concentración de los estudiantes, a su vez fortalecer la comunicación y responsabilidades de los actores educativos. Los resultados según la entrevista dirigida a la docente, indican que la institución requiere de equipos tecnológicos y accesibilidad a internet, de esta manera permitir que todos se involucren en el ámbito tecnológico para mejorar y fortalecer la convivencia en el aula de clases y esto contribuirá de forma positiva en el rendimiento académico de cada educando. Las conclusiones alcanzadas en este trabajo investigativo se sintetizan en fortalecer el trabajo colaborativo entre pares a partir de la herramienta tecnológica Jamboard ya que promueve la motivación e interés por el aprendizaje, a su vez contribuye para la generación de ambientes dinámicos, inclusivos, interculturales que abracen a la diversidad como una oportunidad para crecer de forma personal y profesional.
  • Miniatura
    Item type:Ítem,
    Using graphic organizers to improve reading comprehension skills in English
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019)
    Tayo Haro, Elizabeth Alexandra
    ;
    Meléndez Escobar, Lorena Monserrath
    The present study was intended to research the impact of the use of Graphic Organizers to improve Reading Comprehension skills in English learning process as a foreign language, in students of First English Level, (A2) at Language Center of Universidad Técnica of Ambato. In which is described its foster in the reading in English learning process. In order to determine how these two variables are interrelate the methodology used in this research is quasi experimental method, with Pre-test and Post-test, with a control group of 30 students and 30 students in an experimental group. Furthermore, a survey entailing 7 questions was applied to A2 English students, this survey permitted to get a more approached panorama of the use of the Graphic Organizers to improve the Reading Comprehension skills in English. Therefore, using graphic organizers is effective during the while reading stage, learners were able to identify the main idea, find supporting details, deal with vocabulary, distinguish facts and opinion. The results were analyzed in a descriptive level with the application of students’ T-Test. Statistic results drove to stablish some conclusions and recommendations. The main conclusion of this study is that the use of Graphic Organizers impacts significantly the development of reading comprehension skills in English. A handbook with ten graphic organizers was designed. It pretends to improve students’ reading comprehension skills in A2 English level. The recommendation for this study is to design a further research the use of graphic organizers to improve reading comprehension skills in the inference and evaluation levels.
  • Miniatura
    Item type:Ítem,
    Problem-based approach to develop the speaking skill in English
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-01)
    Guagchinga Chicaiza, Nelson Wilfrido
    ;
    Suárez Mosquera, Wilma Elizabeth
    The objective of this research was to analyze the influence of the Problem-Based Learning approach in the development of speaking skill in English. This research used a qualitative-quantitative approach. Also, it uses a quasi-experimental study because of the creation of a Moodle platform based on the Problem-Based Learning approach. The level of research was biographical and descriptive. The population embraced 53 students and 5 teachers of B1 level belonging to Language Center at Salache campus of Universidad Técnica de Cotopaxi. This research used instruments such as a survey administered to teachers and students with the purpose of verifying the use of this approach. In addition, it was applied an oral pre and post-test in two groups of B1 level, in order to evaluate the effectiveness of Problem-Based Learning approach implementation to develop the speaking skill in English. B1 "F" level was assigned as the control group, while B1 "M" level was assigned as the experimental group. In order to verify the hypothesis of this investigation, the Chi-square test was used in surveys and in pre and post-test, they were verified with the Wilcoxon and Mann-Whitney tests. It is concluded that the students improved considerably in their oral production after the intervention with the problem-based approach in the Moodle platform. The results showed that Chi-cuadardo, X²c = 90,998 has a higher value than X2t = 15, 5073, while in the Wilcoxon and Mann-Whitney test they had a value of (,000) which is less than (0,05); therefore, the null hypothesis was rejected. Furthermore, the results in the post-test showed an important development in fluency. Finally, a handbook was proposed for the use of virtual and face-to-face environments with activities focused on Problem-Based Learning and the speaking skill development.
  • Miniatura
    Item type:Ítem,
    Self-monitoring strategies in English reading comprehension
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-06)
    Cola Chiguano, Sandra Noemi
    ;
    Suárez Mosquera, Wilma Elizabeth
    The main objective of this research work was to confirm how meta-cognitive strategies (self-monitoring) influence in the improvement of English reading comprehension. To determine the effectiveness of these strategies a Cambridge 2007 pre-test and post-test were applied in two groups of students from the first year of secondary education at Unidad Educativa del Milenio “11 de Noviembre” in the city of Machachi. The first A of secondary education (25 students) was established as the control group, while the first B of secondary education (22 students) was considered as the experimental group. Four self-monitoring strategies were chosen: "Look, Think and Predict Strategy", "Guided Retelling Strategy", "Response Journal Strategy" and "Thinking Along Strategy", all of them were implemented in the experimental group. Hence, to verify the hypothesis in this study, Cambridge reading tests (2007) results were analyzed statistically. As consequence, they indicated that the students who worked with the self-monitoring strategies remarkably improved their reading comprehension skills, while the control group increased it in a significant scale. Therefore, it is important to suggest the implementation of self-monitoring strategies through the use of a strategy manual that promotes the development of high-thinking skills (Bloom, 1993) for reading comprehension; this manual aims to help teacher to promote the use of effective strategies for reading comprehension according to the needs and interests of students.