teem 2013, patricio humanante ramos
DESCRIPTION
CONTRIBUTION OF VIRTUAL CLASSROOMS TO THE PERSONAL LEARNING ENVIRONMENTS (PLE) OF THE STUDENTS OF THE CAREER OF INFORMATICS APPLIED TO EDUCATION OF NATIONAL UNIVERSITY OF CHIMBORAZOTRANSCRIPT
CONTRIBUTION OF VIRTUAL CLASSROOMS TO THE PERSONAL LEARNING
ENVIRONMENTS (PLE) OF THE STUDENTS OF THE CAREER OF INFORMATICS APPLIED TO EDUCATION OF NATIONAL UNIVERSITY
OF CHIMBORAZO
Salamanca, November 2013
Patricio Humanante RamosFaculty of Education, Humanities
and Technology, National University of Chimborazo
Francisco J. García-PeñalvoGRIAL Research Group,
Educational Research Institute, University of Salamanca
TOPICS
PROBLEM
OBJETIVES
THEORETICAL BASE
METHODOLOGY
RESULTS
CONCLUSIONS
INTRODUCTION
INTRODUCTION
Addition of TIC in the education.
LMS (Learning Management Systems) in the teaching practice.
Individual dimension of the learning - PLE
91,78 % spain universities have
platforms of virtual campus;
53,30 % use Moodle(Prendes, 2009).
TOPICS
PROBLEM
OBJETIVES
THEORETICAL BASE
METHODOLOGY
RESULTS
CONCLUSIONS
INTRODUCTION
PROBLEM
B-learning process in the National University of Chimborazo – Ecuador
The career of Informatics Applied to Education
TOPICS
PROBLEM
OBJETIVES
THEORETICAL BASE
METHODOLOGY
RESULTS
CONCLUSIONS
INTRODUCTION
OBJETIVES
GENERAL
Know the use of virtual classrooms as tools constitute student’s Personal Learning Environments (PLE) in the career of Informatics Applied to Education, where the involved students are studying in the annual mode National University Chimborazo Ecuador.
SPECIFICSKnow the use of virtual classrooms .
As information access tools for students of reference group.As editing tools and publication of information
As relationship and communication tools
TOPICS
PROBLEM
OBJETIVES
THEORETICAL BASE
METHODOLOGY
RESULTS
CONCLUSIONS
INTRODUCTION
THEORETICAL BASE
TOPICS
PROBLEM
OBJETIVES
THEORETICAL BASE
METHODOLOGY
RESULTS
CONCLUSIONS
INTRODUCTION
METHODOLOGY
Population and sample
41 students of the career of Informatics Applied to Education in National University Chimborazo Ecuador, who are studying in the annual mode.
Instrument
VariablesTools constitute student’s PLE Other references
DesignQuantitative, non-experimental, transverse or transactional and descriptive
TOPICS
PROBLEM
OBJETIVES
THEORETICAL BASE
METHODOLOGY
RESULTS
CONCLUSIONS
INTRODUCTION
RESULTS
About the information access tools
RESULTS
About the editing tools and publication of information
RESULTS
About the relationship and communication tools
TOPICS
PROBLEM
OBJETIVES
THEORETICAL BASE
METHODOLOGY
RESULTS
CONCLUSIONS
INTRODUCTION
CONCLUSIONS
The resources exposed in virtual classrooms are considered sufficient, although they no access all of the resources exposed.
It demonstrates the use of online tools for editing and publishing of contents.
The use of communication tools that offer virtual classrooms are used mainly for strictly academic and responds to extrinsic motivation.
The virtual classrooms as tools that constitute the Personal Learning Environments of the students surveyed is an important part but not enough to structure the PLE.
CONCLUSIONS
Other large portion of the students surveyed (73.2%) looks very interesting mobile access to virtual classrooms and web 2.0 tools as an aid to learning processes.
Should design learning activities that promote the use, development and consolidation of the PLE and so take advantage of continuous innovations in information and communication technology.
The vast majority (95.1%) of students participating in this study looks as very important, the ability to integrate Web 2.0 tools in virtual classrooms.
ACKNOWLEDGMENTS