La educación virtual y el desarrollo de los objetivos de aprendizaje de las asignaturas de deportes en la Licenciatura en Educación Física, Recreación y Deportes
The general objective of this research work was to determine the development of learning objectives in virtual teaching of sports subjects in the Degree in Physical Education, Recreation and Sports of the University of Córdoba. For this, the descriptive and correlational method with cross-sectional...
- Autores:
-
Márquez Rada, Osvald Yesid
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2022
- Institución:
- Universidad de Córdoba
- Repositorio:
- Repositorio Institucional Unicórdoba
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.unicordoba.edu.co:ucordoba/5043
- Acceso en línea:
- https://repositorio.unicordoba.edu.co/handle/ucordoba/5043
- Palabra clave:
- Educación física
Deportes
Educación virtual
Objetivos de aprendizaje
Physical education
Sports
Virtual education
Learning objectives
- Rights
- openAccess
- License
- Copyright Universidad de Córdoba, 2022
| Summary: | The general objective of this research work was to determine the development of learning objectives in virtual teaching of sports subjects in the Degree in Physical Education, Recreation and Sports of the University of Córdoba. For this, the descriptive and correlational method with cross-sectional quantitative design was used in the collection and analysis of the information. The population sample was composed of the students of the sports courses who participated voluntarily. The Likert Scale questionnaire instrument was implemented, validated through the judgment of academic peers and the Cronbach's Alpha test. The results showed that 83% of the students surveyed consider that the incorporation of virtuality in the teaching of sports is not relevant for practical theoretical learning, because 36.1% have few spaces for practice, and 38.6% have few materials at home. For this reason, 48.2% stated that they had more or less developed the learning objectives. From this, it was concluded that despite the possibilities offered by virtual training in sports learning, it does not replace the physical elements and scenarios for practical development. Therefore, it is considered that the incorporation of ICTs presupposes a support resource, and not a pedagogical alternative for education in sports subjects. |
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