Pertinencia de ambientes virtuales de aprendizaje, como estrategia de trabajo autónomo para el fortalecimiento de la lectura crítica

The insufficient development of reading comprehension in its critical level is an issue that continues affecting students’ motivation and which is also reflected in their academic performance; hence the interest to continue seeking alternatives making use of technological tools. For this reason, this research work has the purpose of determining the pertinence of learning virtual environments as a strategy of autonomous work to strengthen the competence in critical reading. The methodology used in this research is based on the empirical positivist approach, under a quantitative paradigm, through the use of descriptive statistics; a non - experimental – transectional field design is also used. The technique utilized includes both a survey with multiple units of analysis and a census; the type of instrument was a closed ended questionnaire. The units of analysis are presented through the teachers and students of two institutions: I.E.D Lestonnac located in Barrio el Bosque, Barranquilla and I.E. Villa Campo located in Malambo. The survey was applied via Google Forms, due to local mandatory confinement laws. The results showed that fifth grade students have a higher appropriation and utilization of virtual learning environments than middle school and high school students. It was concluded that virtual learning environments are pertinent, but there needs to be a better organization, willingness and preparation in order to implement them. They are feasible as well, and as long as the critical and inferential levels of reading are strengthened in the starting grades of education, students will improve their critical analysis according to the level of complexity. Likewise, by the time students get to higher grades, they will be in capability to develop autonomy and critical thinking.

• Autores: Miranda Curiel, Yolanda Judith; Rodríguez Roja, Paola Catarine
• Fecha de publicación: 2021
• Institución: Corporación Universidad de la Costa
• Repositorio: REDICUC - Repositorio CUC
• Idioma: spa
• OAI Identifier: oai:repositorio.cuc.edu.co:11323/7986
• Acceso en línea: https://hdl.handle.net/11323/7986; https://repositorio.cuc.edu.co/
• Palabra clave: Virtual learning environments; Autonomous work strategies; Critical Reading; Ambientes virtuales de aprendizaje; Estrategias de trabajo autónomo; Lectura crítica
• Rights: openAccess
• License: Attribution-NonCommercial-ShareAlike 4.0 International