Estudio sobre la aplicación del aprendizaje activo en entornos virtuales en educación superior: Una visión desde la perspectiva de la docencia y el aprendizaje

Esta investigación surge en el programa de ingeniería de Sistemas de la Universidad de Córdoba, cuya metodología es a Distancia y pretende conocer el impacto de la virtualidad desde la perspectiva del aprendizaje activo.

Autores:
Gómez Gómez, Jorge
Salas Alvarez, Daniel
Hernández Riaño, Velssy
Tipo de recurso:
Book
Fecha de publicación:
2021
Institución:
Universidad de Córdoba
Repositorio:
Repositorio Institucional Unicórdoba
Idioma:
spa
OAI Identifier:
oai:repositorio.unicordoba.edu.co:ucordoba/4033
Acceso en línea:
https://repositorio.unicordoba.edu.co/handle/ucordoba/4033
Palabra clave:
Rights
openAccess
License
Copyright Universidad de Córdoba, 2021
id UCORDOBA2_95b9e9eff4dc001c6c6e8e7fe4b4a4b6
oai_identifier_str oai:repositorio.unicordoba.edu.co:ucordoba/4033
network_acronym_str UCORDOBA2
network_name_str Repositorio Institucional Unicórdoba
repository_id_str
dc.title.spa.fl_str_mv Estudio sobre la aplicación del aprendizaje activo en entornos virtuales en educación superior: Una visión desde la perspectiva de la docencia y el aprendizaje
title Estudio sobre la aplicación del aprendizaje activo en entornos virtuales en educación superior: Una visión desde la perspectiva de la docencia y el aprendizaje
spellingShingle Estudio sobre la aplicación del aprendizaje activo en entornos virtuales en educación superior: Una visión desde la perspectiva de la docencia y el aprendizaje
title_short Estudio sobre la aplicación del aprendizaje activo en entornos virtuales en educación superior: Una visión desde la perspectiva de la docencia y el aprendizaje
title_full Estudio sobre la aplicación del aprendizaje activo en entornos virtuales en educación superior: Una visión desde la perspectiva de la docencia y el aprendizaje
title_fullStr Estudio sobre la aplicación del aprendizaje activo en entornos virtuales en educación superior: Una visión desde la perspectiva de la docencia y el aprendizaje
title_full_unstemmed Estudio sobre la aplicación del aprendizaje activo en entornos virtuales en educación superior: Una visión desde la perspectiva de la docencia y el aprendizaje
title_sort Estudio sobre la aplicación del aprendizaje activo en entornos virtuales en educación superior: Una visión desde la perspectiva de la docencia y el aprendizaje
dc.creator.fl_str_mv Gómez Gómez, Jorge
Salas Alvarez, Daniel
Hernández Riaño, Velssy
dc.contributor.author.none.fl_str_mv Gómez Gómez, Jorge
Salas Alvarez, Daniel
Hernández Riaño, Velssy
dc.contributor.other.none.fl_str_mv Velssy Hernández Riaño
dc.contributor.graphicaldesigner.none.fl_str_mv Jorge Gómez Gómez
description Esta investigación surge en el programa de ingeniería de Sistemas de la Universidad de Córdoba, cuya metodología es a Distancia y pretende conocer el impacto de la virtualidad desde la perspectiva del aprendizaje activo.
publishDate 2021
dc.date.accessioned.none.fl_str_mv 2021-02-05T00:31:11Z
dc.date.available.none.fl_str_mv 2021-02-05T00:31:11Z
dc.date.issued.none.fl_str_mv 2021
dc.type.spa.fl_str_mv Libro
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_71e4c1898caa6e32
dc.type.driver.spa.fl_str_mv info:eu-repo/semantics/book
dc.type.coar.spa.fl_str_mv http://purl.org/coar/resource_type/c_2f33
dc.type.content.spa.fl_str_mv Text
dc.type.redcol.spa.fl_str_mv https://purl.org/redcol/resource_type/LIB
format http://purl.org/coar/resource_type/c_2f33
dc.identifier.isbn.none.fl_str_mv 978-­‐958-­‐5104-­‐22-­‐8
dc.identifier.uri.none.fl_str_mv https://repositorio.unicordoba.edu.co/handle/ucordoba/4033
identifier_str_mv 978-­‐958-­‐5104-­‐22-­‐8
url https://repositorio.unicordoba.edu.co/handle/ucordoba/4033
dc.language.iso.spa.fl_str_mv spa
language spa
dc.rights.spa.fl_str_mv Copyright Universidad de Córdoba, 2021
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
dc.rights.uri.spa.fl_str_mv https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.accessrights.spa.fl_str_mv info:eu-repo/semantics/openAccess
dc.rights.creativecommons.spa.fl_str_mv Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
rights_invalid_str_mv Copyright Universidad de Córdoba, 2021
https://creativecommons.org/licenses/by-nc-nd/4.0/
Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.mimetype.spa.fl_str_mv application/pdf
dc.publisher.spa.fl_str_mv Fondo Editorial Universidad de Córdoba
dc.publisher.place.spa.fl_str_mv Montería, Córdoba, Colombia
institution Universidad de Córdoba
bitstream.url.fl_str_mv http://172.16.14.198/bitstreams/d54eabc0-d0b8-4d5f-8df8-762ebb337e93/download
http://172.16.14.198/bitstreams/7e84334c-fb73-44bc-a81c-f1239148d988/download
http://172.16.14.198/bitstreams/a884477d-89a0-49e5-a6c7-7c639ee89742/download
http://172.16.14.198/bitstreams/fc5411ff-dfb8-40f3-874d-419c0789d229/download
bitstream.checksum.fl_str_mv 086dcf2cf056e8af3314fdfd3284feca
2f9959eaf5b71fae44bbf9ec84150c7a
5087f125c3f839c575706a92f170457f
9d1957427ebf4a9d527923de8f5cb236
bitstream.checksumAlgorithm.fl_str_mv MD5
MD5
MD5
MD5
repository.name.fl_str_mv Repositorio Universidad de Córdoba
repository.mail.fl_str_mv bdigital@metabiblioteca.com
_version_ 1812173364220919808
spelling Gómez Gómez, Jorgefbb28afa-d79e-4226-adad-a891f71e1511-1Salas Alvarez, Danieldbdad4bc-a2ed-42e1-9c66-5b9ed65fb8ef-1Hernández Riaño, Velssy83ebd279-711b-4dec-a48a-27b0ab30e211-1Velssy Hernández RiañoJorge Gómez Gómez2021-02-05T00:31:11Z2021-02-05T00:31:11Z2021978-­‐958-­‐5104-­‐22-­‐8https://repositorio.unicordoba.edu.co/handle/ucordoba/4033Esta investigación surge en el programa de ingeniería de Sistemas de la Universidad de Córdoba, cuya metodología es a Distancia y pretende conocer el impacto de la virtualidad desde la perspectiva del aprendizaje activo.INTRODUCCIÓN ................................................................................................................................ 8CAPITULO I ................................................................................................................... 101. Aprendizaje activo orientado al estudiante y tutor .................................................................. 101.1. Pensadores de la antigüedad ................................................................................................. 101.2. Pensadores posteriores al Renacimiento ............................................................................... 111.3. Pensadores del siglo XX .......................................................................................................... 122. Aprendizaje activo en la educación superior ............................................................................ 142.1. Contexto de la educación superior ......................................................................................... 172.1.1. Preparación del docente para enseñar en la educación superior .................................... 172.1.3. Desarrollo de las habilidades de los graduados ............................................................... 202.1.4. Enfoques y métodos de enseñanza .................................................................................. 213. Aprendizaje en la educación superior ...................................................................................... 303.1. Andragogía ............................................................................................................................. 313.2. Estilos de aprendizaje ............................................................................................................. 323.3. Enfoques de aprendizaje profundos y superficiales ............................................................... 343.4. Participación de los estudiantes ............................................................................................. 363.5. Educación transformadora ..................................................................................................... 373.6. Concepciones y creencias sobre el aprendizaje y la enseñanza en la educación superior .... 38CAPITULO II .................................................................................................................. 424. ANALISIS ENCUESTA DE ACUERDO A LA OPINIÓN DE LOS ESTUDIANTES SOBRE EL APRENDIZAJE ACTIVO ........................................................................................................................................... 424.1. Participantes ........................................................................................................................... 434.2. Instrumentos .......................................................................................................................... 434.3. Herramientas .......................................................................................................................... 484.5. Análisis de la población .......................................................................................................... 514.6. Análisis de los medios: ........................................................................................................... 544.7. Análisis de la docencia desde el punto de vista del estudiante ............................................. 634.8. Interpersonales ...................................................................................................................... 644.9. Análisis de motivación de los estudiantes .............................................................................. 674.10. Conectividad ..................................................................................................................... 684.11. ANALISIS DE LAS ACTIVIDADES DE APRENDIZAJE ............................................................. 704.12. Plataforma virtual ............................................................................................................ 814.13. MODALIDAD VIRTUAL ...................................................................................................... 86Conclusiones sobre el análisis de la percepción de los estudiantes ................................................... 94CAPITULO III ................................................................................................................. 975. Estudio de percepción de los profesores del programa de ingeniería de Sistemas en relación con la promoción del aprendizaje activo en la plataforma virtual (Moodle) .................................. 975.1. Participantes: .......................................................................................................................... 995.2. Instrumento ............................................................................................................................ 995.3. Confiabilidad del Instrumento ............................................................................................ 1015.4. Herramientas ........................................................................................................................ 1055.5. Población. ............................................................................................................................. 1065.6. Trabajo colaborativo en el Aula Virtual. ............................................................................... 1105.7. Promoción del Análisis, debate y la discusión en el Aula Virtual ........................................ 1155.8. Contenidos virtuales para promover la interacción en el Aula Virtual ........................... 1205.9. Mecanismos de comunicación virtual para promover la interacción con los estudiantes . 1225.10. Promoción de comunidades virtuales en el LMS Moodle. ............................................ 1255.11. Relevancia del Trabajo Colaborativo de los profesores en el Aula Virtual .................... 1295.12. Debate y discusión en el Aula virtual ........................................................................... 1335.13. Contenidos Interactivos en el Aula Virtual ................................................................... 1355.14. Mecanismo de Comunicación para promover la interacción en el Aula Virtual ....... 1385.15. Dinamización y construcción de comunidades de aprendizaje ................................... 1415.16. Nivel de facilidad o complejidad en el uso de herramientas para promover el debate y la discusión. ...................................................................................................................................... 1445.17. Satisfacción en el uso de herramientas para promover el debate y la discusión en el aula virtual 1565.18. Satisfacción en el uso de contenidos para promover la interacción en el Aula Virtual 1605.19. Mecanismos de interacción en el Aula Virtual ............................................................. 1635.20. Construcción de Comunidades de Aprendizaje ........................................................... 1665.21. Conclusiones sobre la percepción de los profesores frente al aprendizaje activo ......... 1705.22. Recomendaciones .......................................................................................................... 171application/pdfspaFondo Editorial Universidad de CórdobaMontería, Córdoba, ColombiaCopyright Universidad de Córdoba, 2021https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)http://purl.org/coar/access_right/c_abf2Estudio sobre la aplicación del aprendizaje activo en entornos virtuales en educación superior: Una visión desde la perspectiva de la docencia y el aprendizajeLibroinfo:eu-repo/semantics/bookhttp://purl.org/coar/resource_type/c_2f33Texthttps://purl.org/redcol/resource_type/LIBhttp://purl.org/coar/version/c_71e4c1898caa6e32Alexander, P. A., & Murphy, P. K. (1998). The research base for APA's learner-centered psychological principles. In How students learn: Reforming schools through learner-centered education, pp. 25-60, American Psychological Association.Baker, T. and Clark, J. (2010) Co-operative learning – a double�����edged sword: a cooperative learning model for use with diverse student groups. Intercultural Education, 21(3), 257–268.Barrows, H. S. (1998). The essentials of problem-based learning. Journal of Dental Education, 62(9), 630–633.Berry, W. (2008). Surviving Lecture: A Pedagogical Alternative. College Teaching, 56(3), 149–153.Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University (4th ed.). Maidenhead: McGraw HillBligh, D. A. (2000). What’s the Use of Lectures?. San Francisco: Jossey-Bass.Bloom, B. S. (1956). Taxonomy of educational objectives: the classification of educational goals. New York: D. McKayBonwell, C. C. and Eison, J. A. (1991). Active learning: creating excitement in the classroom. AEHE-ERIC Higher Education Report No. 1. Washington, D.C.: Jossey-Bass.Brandes, D., & Ginnis, P. (1986). A guide to student-centred learning. London: Basil Blackwell Ltd.Brookfield, S. (1995) Becoming a critically reflective teacher. San Francisco: Jossey- Bass.Brown, J. S., Collins, A. and Duguid, P., (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 32–42.Brown, R. (2011). Higher Education and the Market, New York: RoutledgeBryson, C. and Hardy, C. (2011) Clarifying the concept of student engagement: A fruitful approach to underpin policy and practice. In: HEA Annual Conference 2011. Nottingham University, 5-6 th July 2011Burgess, K. L. (2004). Is your case a problem?. Journal of STEM Education: Innovations and Research, 1/2, 42–44.Byrne, J. M. (1996). Religion and the Enlightenment: From Descartes to Kant. Westminster: John Knox PressCavanagh, M. (2011). Students’ experiences of active engagement through cooperative learning activities in lectures. Active Learning in Higher Education, 12(1), 23–33.Clayson, D. E., & Haley, D. A. (2005). Marketing Models in Education: Students as Customers, Products, or Partners. Marketing Education Review, 15(1), 1-­‐10. Doi: 10.1080/10528008.2005.11488884Coates, H. (2007). A Model of Online and General Campus-Based Student Engagement. Assessment and Evaluation in Higher Education, 32 (2), 121–141Cooper, J., and Robinson, P. (1998) Small group instruction in science, mathematics, engineering, and technology. Journal of College Science Teaching 27, 383Davis, B. G. (1993). Tools for teaching. San Francisco, CA: Jossey-Bass PublishersDillenbourg, P. (1999) What do you mean by collaborative learning? In: P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and Computational Approaches (pp.1-19). Oxford: Elsevier.Doyle, T. (2008). Helping students learn in a learner-ce,i tered environment: A guide to facilitating learning in higher education. Sterling. VA: Stylus PubDoyle, T. (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, VA: StylusDunn, R. (1990). Understanding the Dunn and Dunn learning style model and the need for individual diagnosis and prescription. Reading, Writing, and Learning Disabilities, pp. 224- 225.Ehrlich, T. (1998). Reinventing John Dewey's “pedagogy as a university discipline”. The Elementary School Journal, 98(5), 489–509Entwistle, N. and Ramsden, P. (1983). Understanding Student Learning. London: Croom HelmExley, K. (2010). Encouraging Active Learning in Lectures. All Ireland Journal of Learning and teaching in Higher Education (AISHE-J), 2(1).Felder, R. M., & Brent, R. (1996). Navigating the bumpy road to student-centered instruction. College Teaching, 44, 43-47.Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. University of Oklahoma, 27(11).Fleming, N. (2001). Learning and teaching styles: VARK strategies. Christchurch, NZ: N.D FlemingFreire, P. (2000). Pedagogy of the Oppressed 30th Anniversary Edition. New York: Continuum.Goldfinch, J. and Hughes, M. (2007). Skills, Learning Styles and Successes of First Year Undergraduates. Active Learning in Higher Education, 8, 259-273.Haidet, P., Morgan, R. O., O’Malley, K., Moran, B. J., and Richards, B. F. (2004). A Controlled Trial of Active Versus Passive Learning Strategies in a Large Group Setting. Advances in Health Sciences Education, 9(1), 15–27Herron, S. (2009). From cookbook to collaborative: Transforming a university biology laboratory course. American Biology Teacher, 71(9), 548-552, doi: 10.1662/005.071.0909Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn?. Educational Psychology Review, 16(3), 235–266.Hodgson, V. (2005). Lectures and the experience of relevance. In: Marton, F., Hounsell, D. and Entwistle, N., (Eds.), The Experience of Learning: Implications for teaching and studying in higher education. 3rd (Internet) edition, pp. 159- 171. Edinburgh: University of Edinburgh, Centre for Teaching, Learning and Assessment.Honey, P., and Mumford, A. (1992) Manual of Learning Styles. Maidenhead: Peter Honey PublicationsHooks, B. (1994) Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.Kahn, P., & O’Rourke, K. (2005). Understanding enquiry-based learning. Handbook of Enquiry & Problem Based Learning, 1-12.Kain, D. J. (2003). Teacher-Centered versus Student-Centered: Balancing Constraint and Theory in the Composition Classroom. Pedagogy, 3(1), 104–108Komarraju, M., & Karau, S. J. (2008). Relationships between the perceived value of instructional techniques and academic motivation. Journal of Instructional Psychology, 35, 70- 82.Knowles, M. S. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy. Englewood Cliffs, NJ: Prentice Hall.Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. NJ, USA: Financial Times/Prentice Hall.Kuh, G.D. (2009). What Student Affairs Professionals Need to Know about Student Engagement. Journal of College Student Development, 50(6), 683–706.Lammers, W.J. & Murphy, J.J. (2002). A profile of teaching techniques used in the university classroom: A descriptive profile of a US public university. Active Learning in Higher Education, 3(1), 54-67.Lea, S. J., Stephenson, D., & Troy, J. (2003). Higher education students' attitudes to student-centred learning: Beyond 'educational bulimia'?. Studies in Higher Education, 28(3), 321-334. http://dx.doi.org/10.1080/03075070309293Macherner, P. L., & Crawford, P. (2007). Student perceptions of active learning in a large cross-disciplinary classroom. Active Learning in Higher Education, 8, 9-30.MacKenzie, A., Johnstone, A. H., and Brown, R. I. F. (2003) Learning from Problembased Learning. Undergraduate Chemistry Education, 7, 13–26.Mann, S. J. (2008). Study, Power and the University. The Society for Research into Higher Education. Berkshire, UK: OUP.Mansson, D. H. (2013). Assessing student learning in in tercultural communication: Implementation of three classroom assessment techniques. College Student Journal, 47, 343- 35 1.Marton, F. and Säljö, R. (1976). On Qualitative Differences in Learning: I – Outcome and Process. British Journal of Educational Psychology, 46(1), 4–11.Meltzer, D. E. and Manivannan, K. (2002). Transforming the lecture-hall environment: The fully interactive physics lecture. American Journal of Physics, 70, 639-654.Mestre, L. (2012). Designing Effective Library Tutorials. A guide for accommodating multiple learning styles. New Delhi: Chandos PublishingMezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 74, 5-12Michael, J. & Modell, H. I. (2003). Active Learning in Secondary and College Science Classrooms: A Working Model for Helping the Learner To Learn. Mahwah, NJ: Lawrence Earlbaum Associates.Michael, J. A. (2001). In pursuit of meaningful learning. Advances in physiology Education, 25(3), 145-158.Michael, J. A. (2004). Mental models and meaningful learning. Journal of veterinary medical education, 31(1), 1-5.Millis, B. J. (2010). Cooperative learning in higher education: Across the disciplines, across the acade my. Sterling, VA: StylusMontgomery, T. (2008). Space matters, Experiences of managing static formal learning spaces. Active Learning in Higher Education, 9(2), 122–138.Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328.Novak, J. D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science education, 86(4), 548-571.Oldfield. P. (2008). Active Learning in History Seminars. Teaching and Learning in Action, 7(2), http://www.celt.mmu.ac.uk/ltia/issue16/oldfield.phpO’Neill, G. and McMahon, T. (2005). Student-centred learning: What does it mean for students and lecturers? In: Emerging issues in the practice of university learning and teaching, pp. 27–36, Dublin: AISHE.Page, M. (1990). Active Learning. Distributed by ERIC Clearinghouse.Palmer, J. A. (2001). Fifty Major Thinkers on Education: From Confucius to Dewey. London: RoutledgePardjono, P. (2002). Aprendizaje activo: las perspectivas de Dewey, Piaget, Vygotsky y la teoría constructivista. Jurnal Ilmu Pendidikan Universitas Negeri Malang, 9(3). Doi:10.17977 / jip.v9i3.487.Powell, K. C. & Kalina, C. J. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education, 130(2), 241-250.Powell, W. W. & Snellman, K. (2004). The knowledge economy. Annual Review of Sociology. 30, 199-220.Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223–231.Ramsden, P. (2010). Learning to Teach in Higher Education. London: RoutledgeFRamsden, P. (1992). Learning to Teach in Higher Education (1st ed). London: RoutledgeRichardson, J. T. E. (2005). Students’ Approaches to Learning and Teachers’ Approaches to Teaching in Higher Education. Educational Psychology, 25(6), 673– 680Rockwood, H. S. III (1995) Co-operative and collaborative learning. The national teaching and learning forum, 4(6), 8-9.Rogers, C. and Freiberg, H. J. (1994). Freedom to Learn. 3rd ed. New York: Macmillan College Publishing CompanyRogers, C. (1993) The interpersonal relationship in the facilitation of learning. In: R. Edwards, A. Hanson, and M. Thorpe (Eds.), Culture and Processes of Adult Learning: A Reader, pp. 228–242. London: Routledge.Savin-Baden, M. (2000). Problem-based learning in higher education: Untold stories. Philadelphia, PA: SRHE and Open University Press.Sharan, Y. (2010) Co-operative learning: a diversified pedagogy for diverse classrooms. Intercultural Education, 21(3), 195.Stefani, L. (2009). Designing the Curriculum for Student Engagement. All Ireland Journal of Learning and teaching in Higher Education (AISHE-J), 1(1), pp. 1-13.Thornton, R. K. & Sokoloff, D. R. (1998). Assessing student learning of Newton’s laws: The force and motion conceptual evaluation and the evaluation of active learning laboratory and lecture curricula. American Journal of Physics, 66(4), 338-352Uno, G. (1990). Inquiry in the classroom. BioScience, 40(11), 841-843.Vygotsky, L. (1978). Mind in Society (New edition.). Cambridge, Mass: Harvard University PressWalczyk, J. J., & Ramsey, L. L. (2003). Use of learner�����centered instruction in college science and mathematics classrooms. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 40(6), 566-584Weaver, G., Russell, C., & Wink, D. (2008). Inquiry-based and research-based laboratory pedagogies in undergraduate science. Nature Chemical Biology, 4(10), 577-580. Doi: 10.1038/nchembio1008-577Wood, W. (2009). Innovations in teaching undergraduate biology and why we need them. Annual Review of Cell and Developmental Biology, vol. 25, pp. 93-112, doi: 10.1146/annurev.cellbio.24.110707.175306Zhao, J. (2013). Confucius as a Critical Educator: Towards Educational Thoughts of Confucius. Frontiers Of Education In China, 8(1), 9-27. https://doi.org/10.1007/bf03396959Vagias, W. M. (2006). Likert-type scale response anchors. Clemson International Institute for Tourism & Research Development, Department of Parks, Recreation and Tourism Management. Clemson UniversityJoshi, A., Kale, S., Chandel, S., & Pal, D. K. (2015). Likert scale: Explored and explained. Current Journal of Applied Science and Technology, 396-403.Virla, M. Q. (2010). Confiabilidad y coeficiente Alpha de Cronbach. Telos, 12(2), 248- 252.Wessa P. (2017), Cronbach alpha (v1.0.5) in Free Statistics Software (v1.2.1), Office for Research Development and Education, URL https://www.wessa.net/rwasp_cronbach.wasp/Bonwell C. and Eison J. (1991). Active Learning: Creating Excitement in the Classroom. ERIC Clearinghouse on Higher Education Washington DC. Washington DC.Beyer, L. E. (1997). William Heard Kilpatrick (1871–1965). Prospects, 27(3), 468-485.Sharan, Y., & Sharan, S. (1987). Training teachers for cooperative learning. Educational Leadership, 45(3), 20-25.FREIRE, P. (1996). Paulo. Pedagogia do oprimido, 17.PublicationORIGINALEstudio sobre la aplicación del aprendizaje activo en entornos.pdfEstudio sobre la aplicación del aprendizaje activo en entornos.pdfapplication/pdf7368104http://172.16.14.198/bitstreams/d54eabc0-d0b8-4d5f-8df8-762ebb337e93/download086dcf2cf056e8af3314fdfd3284fecaMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828http://172.16.14.198/bitstreams/7e84334c-fb73-44bc-a81c-f1239148d988/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTEstudio sobre la aplicación del aprendizaje activo en entornos.pdf.txtEstudio sobre la aplicación del aprendizaje activo en entornos.pdf.txtExtracted texttext/plain183479http://172.16.14.198/bitstreams/a884477d-89a0-49e5-a6c7-7c639ee89742/download5087f125c3f839c575706a92f170457fMD53THUMBNAILEstudio sobre la aplicación del aprendizaje activo en entornos.pdf.jpgEstudio sobre la aplicación del aprendizaje activo en entornos.pdf.jpgGenerated Thumbnailimage/jpeg9741http://172.16.14.198/bitstreams/fc5411ff-dfb8-40f3-874d-419c0789d229/download9d1957427ebf4a9d527923de8f5cb236MD54ucordoba/4033oai:172.16.14.198:ucordoba/40332023-10-06 00:45:31.363https://creativecommons.org/licenses/by-nc-nd/4.0/Copyright Universidad de Córdoba, 2021open.accesshttp://172.16.14.198Repositorio Universidad de Córdobabdigital@metabiblioteca.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

Publicaciones similares