Percepciones del profesorado sobre las ventajas de utilizar sistemas E-Learning para la mejora del aprendizaje.
- Pablo César Muñoz Carril 1
- Mercedes González Sanmamed 1
- Isabel Dans Álvarez de Sotomayor 1
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1
Universidade da Coruña
info
- Garrigós Simón, Fernando J. (dir.)
Publisher: [València], Editorial Universitat Politècnica de València, D.L. 2015
ISBN: 978-84-9048-343-5
Year of publication: 2015
Pages: 470-476
Congress: Conferencia Internacional Virtual sobre Innovación, Documentación y Tecnologías de la Enseñanza (3. 2015. null)
Type: Conference paper
Abstract
This paper shows part of the expo facto results of a quantitative investigation which has been developed according to the survey methodology. The study was conducted with a sample of teachers from the University of A Coruña distributed in four scientific areas (technology, health-science, arts and legal-social) which used e-learning systems as a complement for their face-to-face courses. One of the main targets of the study was to know how teachers perceived the way the use of e-learning-based- methodologies could contribute to the development of various processes and mechanisms relating students learning. Acquisition of knowledge, organizational skills stimulation, expression, analysis, comprehension, synthesis and attention are, among others, some examples. Results show that those aspects that have been improved by the use of e-learning process are: knowledge acquisition; organization schemes, knowledge improved acquisition, learning application mechanisms, learning comprehension and assessment process development. On the other hand, there are significant differences according to the years of teaching experience of teachers using e-learning systems. Teachers with more years of experience (more than five), compared to those with less experiential level, believe that the use of e-learning among their students facilitates the acquisition of knowledge (p-value =.036), mechanisms of knowledge acquisition (p-value =.008), assistance in the development of assessment processes (p-value =.038) and adoption of assesment strategies (p-value =.051).