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This article analyzes the professional training of students according to the current situation. Students are experiencing a new modality of study due to the Covid-19 and specialists have to evaluate which would be the best solutions in order that students achieve greater understanding, because they are one of the most affected today. Therefore, we...
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... In the transformation, two different visions can be observed, such as the current and future situation of the teacher, as seen in Fig. 3. ...
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... achieve the development of research competences in students [1], [2]. In this regard, technological tools in the context of health emergencies have proved to be very useful in the student learning process, as they have contributed to the development of competences linked to formative research [3], [4]. Formative research is relevant at university level as it allows students to develop a set of knowledge, skills and abilities to develop research processes [5], [6]. ...
Research training promotes the development of students' research skills and competences. For this reason, the study focuses on analyzing the self-perception of the acquisition of research competences of mechanical and electrical engineering students at the National Technological University of Lima Sur, located in Peru. The purpose of determining these results is to generate a research culture in the university context, by means of policies, strategies and knowledge management mechanisms supported by the use of information and communication technologies (ICT). The research will be carried out in the year 2022, and from the methodological point of view it is descriptive and non-experimental design of transversal type. A questionnaire was designed for data collection, consisting of 12 indicators; the reliability of the data collected was assessed using Cronbach's alpha, whose value was 0.817. As there is no research training from the initial level of the curriculum plan that is aimed at enhancing the scientific and technological capabilities of the student, the results reveal that 72% failed to complete the development of scientific articles. With regard to the difficulties and/or weaknesses identified, they are centred on the low level of knowledge of quantitative or qualitative research, the concepts of techniques and instruments for data collection and discussion of results.
... Such a situation arouses the interest of the scientific community, as it deserves to carry out studies to submit them to an analysis and to be able to develop more effective teaching models [14], [15]. Within these studies, academic satisfaction is evaluated through surveys, student satisfaction is seen as a dynamic process related to the level of education of the institution, the perception and understanding of students regarding their learning and environment where this is developed [16]- [18]. The process and the means that the university offers to its students must be efficient and of quality, even more so taking into account the influence of the quality of educational services on student satisfaction [19]- [21]. ...
... It is possible to carry out the analysis of the acquisition of ICT skills, this through the application of an assessment instrument that intervenes in the population under study before and after taking a course, which must be structured based on pedagogical guidelines designed for environments of virtual learning [29]. Among the different results, it is found that it was possible to identify that ICT competence can be worked on transversally during the training of students, so it is necessary for teachers to rigorously analyze the technological tools to be used, so that their selection is adequate and it is achieved, as well as promoting an adequate use that generates in students the skills of debugging, analysis and delimitation of the data found on the web as well as in any other information system [18]. A fundamental element to improve ICT skills in students are the teachers, from whom a transformation of their actions is demanded, since the learning achieved by the students is directly related to the quality of the practices in the classroom, that is, it must be take into account that the teacher is the central agent on which ICTs are used in a significant way and that despite the fact that many of them have a regular use of technology, they require the development of these skills [4]. ...
The process and means that the university offers its students must be efficient and of quality, even more so considering the influence of the quality of educational services on student satisfaction. The objective of this article is to analyze the perception of asynchronous learning according to the evaluation of the virtual classroom metrics, carried out by business administration students, the results will allow to continue improving the teaching-learning process in the virtual context of education higher. The methodology of this study is qualitative at the descriptive level, the validation of the data by Cronbach's Alpha, gave a reliability value of 0.985. The results show us that 73.8% of the students perceive that the virtual classroom improved communication and helped the exchange of information between students and 71.4% indicated that the use of the virtual classroom made them more efficient and secure asynchronous learning activities. According to these results, there is a higher percentage of students who consider that the use of the virtual classroom positively influences their asynchronous learning, therefore, it is proposed to continue improving the skills in the use and appropriation of Technologies of information and communication technology (ICT) in virtual students.
... Digital skills can be understood as the ability to use different digital resources and virtual tools appropriately. For this, a complex and gradual learning process is passed, from the search for information to its transformation in a critical way [10], [11]. This implies being able to use digital technology consciously; the development of this capacity must be part of the daily learning process, given the inherent progress of the digital society, which in many aspects is decisive for the success of each individual [12]. ...
... Regarding the application of virtual tools as part of the teaching strategies in engineering students [11], it is pointed out that although technology is experiencing great innovation due to the virtualization of teaching, to be successful, it is vital in the community of engineers that optimal teaching management is provided, prior to planning, in order to correctly integrate virtual tools into the curricular plan. The results in terms of student dissatisfaction can be answered in [37] where it is noted that in Peru almost 98% of teachers are located only at a first level of mastery of digital skills, making use only at the elementary level ICT; For this reason, there is a need to update the first phase of the national technology strategy, gradually and in levels: explorer, expert, and leader. ...
When virtual education was implemented in Peru, the limitations of teachers in technological management were evident. For this reason, the research seeks to analyze the perception of university satisfaction regarding the use of virtual teacher tools as part of teaching strategies, in order to improve virtual teaching-learning, achieving student motivation and facilitating this meaningful learning through the use of virtual tools. The method used according to the investigative approach is qualitative, according to its scope it is descriptive and correlational. During the development of the research, it was identified that the satisfaction regarding the use of virtual tools by the teacher is focused on the critical, constructive and positive attitude towards virtual tools and in the acquittal of students' questions regarding the use of virtual tools. On the other hand, the indicator that is related to low student satisfaction focuses on the low diversity of methodological strategies used for the development of virtual learning sessions. Likewise, the Chi-square test shows the significant relationship between the perception of the teacher's competences regarding the use of virtual tools and the perception of the quality of the teaching offered to students during distance education.
... The educational sector is incorporating information and communication technologies (ICT) in university activities in order to develop students' skills [1]. In particular, digital media, web applications and learning-teaching systems play a fundamental role in improving educational quality [2]- [4]. Educational institutions, in this search for opportunities to improve, have been identifying models to assess student satisfaction in line with trends in quality management and performance excellence [5], [6]. ...
Satisfaction with teaching performance is an important measurement process in higher education institutions, for this reason, applying sentiment analysis to the opinions of university students through the support vector machine (SVM) Fine Gaussian supervised learning algorithm represents an important contribution to the academic literature. This article identifies the best classification algorithm according to performance parameters for predicting student satisfaction with teaching performance through sentiment analysis; the subsequent implementation of the research has the purpose of strengthening teaching practices, in addition to allowing continuous training of teaching for the benefit of student learning. This article has provided a compact predictive model, with literature review based on SVM and sentiment analysis techniques. Through the machine learning classification learner technique, it is identified that the SVM algorithm: Fine Gaussian SVM is the one with the best accuracy equal to 98.3%. Likewise, the performance metrics for the four classes of the model were identified, which have a sensitivity equal to 88.89%, a specificity of 98.04%, a precision of 99.21% and an accuracy of 98.85%.
... The evaluation of teaching performance in higher education has been carried out by various procedures and methods, such as: teacher selfassessment, assessment by peers and academic managers, and assessment by students [28], [29]. It can be said that knowing the perception of students in relation to teaching through virtual tools allows measuring the degree of satisfaction with the quality of distance teaching-learning, which today represents a continuous effort of each one of higher education institutions [30], [31]. ...
... Regarding this, Almenara and Gimeno [30] pointed out that almost 98% of teachers are located only at a first level of mastery of virtual tools, making use only at an elementary level of information and communication technologies (ICT). On the other hand, Bernaola et al. [31] it is indicated that the training and development of digital skills in teachers were accelerated due to the pandemic and virtual teaching, reflecting that 83.0% of teachers participated in virtual courses and 67.0 % were trained in the use of virtual tools. ...
In this context of virtualization, the educational sector has seen the need to make use of technological advances, for this reason it is important to know the perception of students, after having fully adapted distance learning through tools. virtual, which have allowed teachers and students to maintain the pedagogical link at a distance, either through the virtual classroom or through the use of simulation software. In this sense, the objective of this article is to identify the perception of teaching through virtual tools in university students and determine its level of effect or relationship in student satisfaction. This research is approached from a qualitative approach using the Likert measurement method and a content analysis methodology using virtual instruments. The results of the study indicate that 92.9% and 89.3% of the students are satisfied, these results focus on the indicators "absolves the questions asked regarding the use of virtual tools" and "knowledge shown by the teacher in the development of the sessions through virtual tools”. Likewise, the correlational analysis, through Spearman's Chi square test, establishes that there is a high relationship or significant effect of 0.850 between the perception of teaching through virtual tools with student satisfaction.
... The industrial revolution brought challenges, trends in the educational system and digital competencies, which are transforming the academic and labor competencies in teachers to develop teaching-learning with the use of ICT [7], these have an important role in addressing in a multidisciplinary way throughout society and being solely responsible for technological and evolutionary development [8]. Technology is presented in the development of education as an indispensable tool product of Covid-19, the use of ICT is in a mandatory way for everyone, becoming an urgent end for teachers and students and remain in the educational development without losing the quality of teaching-learning [9] as in the incidence of digital competence to older teachers (over 50 years) were not achieved significant results, teachers from 40 to 49 showed greater digital competence and those under 40 years achieved a higher level of digital competence [10], the influence on student training was significantly negative to the change of modality due to Covid-19 and teachers had to look for the best alternatives for students to achieve grasp their teaching after using the holistic and systemic approach combined with soft methodologies, as well as looking for a better way to evaluate them [11], despite the fact that virtual classrooms facilitate the development of learning and importance of the impact on education ICT these contributed in the development of society [12]. ...
The arrival of Covid-19 put the entire population on alert, especially the education sector, managing to face despair with confinement measures and virtual solutions to resurface and excel with education. The objective of this research is to analyze, describe and know the perspectives that Information and Communication Technology imposed to develop the teaching-learning process. The research design is descriptive, cross-sectional, quantitative and qualitative in some aspects of the research, a sample of 104 teachers surveyed from two national universities in the Piura region was collected. The surveys were conducted anonymously, voluntarily and online. The measurement instrument is made up of three parts: digital skills, the use of Information and Communication Technologies and the barriers that teachers faced when developing their virtual classes. Resulting in an intermediate level in digital skills. Teachers, when developing their classes virtually, did not develop their level of digital competence due to a lack of "willingness" to be trained, while the frequency in the use of Information and Communication Technologies is of habitual use. Concluding that teachers managed to update themselves with technological advances and interact with WhatsApp, social networks, various platforms as well as the academic community learned to carry out collaborative work by learning to use the Driver, MS Office, Office 365, OneDrive and online presentations with the support of virtual environments.
... It is proposed to train at an advanced level by knowing all its parts and mastering it. The authors [25], [26] agree that the use of Zoom videoconferencing and Moodle, it is very important that their teachers know it in depth and have obtained it, through constant training. Coinciding with the authors, the research also raises the training, but asynchronous, where the teacher you can enter the training at any time, anywhere. ...
In times of pandemic, the education sector, worldwide, was affected. To minimize the problem, they carried out strategies that allow the start of virtual classes optimally. Likewise, teachers had to be trained, to be at the forefront of the context. Training should be asynchronous. In this sense, the objective of the research was to implement a model of teacher training through virtual courses. These courses are made up of the teaching-learning strategy, pedagogical resources and materials, the learning evaluation system, curricular planning, as well as teacher induction. Prototypes of the virtual courses were made to be implemented in the future. Also, the methodology carried out in the research, was a first moment, an analysis of the current situation and the proposal to be considered; then to carry out the validation of the model, with experts in educational pedagogy and others in technology oriented education. Likewise, a 10-question instrument was developed for expert validation of the proposed model; resulting in 85.5% acceptance.
... Based on what has been pointed out, there is an expectation about how the performance and operability indicators of virtual platforms are measured or monitored in the context of university learning [14], [15]. There are several studies focused on evaluating the functionality of virtual platforms through the opinions of the students themselves, through a questionnaire that seeks to obtain their perception regarding the satisfaction of the virtual environment [16]- [18]. The virtual tools offered by universities should always be optimized seeking to improve student satisfaction [19]- [21]. ...
span>The use of virtual platforms has been increasing exponentially during the context of distance education, however, there are still limitations to innovate in pedagogical proposals. This can hinder the assurance of student learning, either due to the little planning that occurred in its incorporation, the little knowledge of teachers and students in the educational use or the lack of use of the functionalities that they have incorporated for communication. The purpose of the research is to evaluate the operability of the virtual platform in the teaching-learning process through analysis based on the usability factor, the results will allow us to continue improving the tools linked to distance higher education. At the development of the investigation, a reliability value of 0.985 was obtained by means of Cronbach's Alpha. It was found as findings that 73.8% perceive an improvement in communication and in the exchange of information. Regarding the usability factor, 73.9% fully agree with the information available on the virtual platform and its accessibility. From what was determined, it is concluded that 65.98% of students consider that the functionality of the virtual platform with respect to the usability factor positively influences the teaching-learning process.</span
... In Peru, there were educational problems in the teaching of children during the COVID-19 pandemic [8]. They had student delays because virtual classes were not proposed. ...
The learning disorder has several difficulties to learn correctly; in many cases they have more stress because they do not understand the subjects proposed by the teacher. The aim of the research is to propose an innovative plan to design a mobile application for the treatment of learning disabilities using augmented reality in primary education. In this way, we used a methodology called Design Thinking that has five phases, empathize, define, devise, prototype and testing, which facilitates us in identifying the problems for itself to have solutions to these problems. For the prototype we used tools such as Marvel App, which is responsible for the layout of the mobile application. TinkerCad allows us to design the 3D model of the educational games and finally App Augmented Class to create the augmented reality model. The results obtained were through a survey about the prototype; identifying the acceptance about the prototype by parents for the usefulness of this idea for their children with learning disabilities, with 76% that the prototype is ideal for children. In addition, the prototype was validated by five experts, resulting in 85.4% acceptance. As a conclusion of the research is the achievement of a good design for a solution to the problems of children with learning disabilities to have a better understanding and to be free from stress.
... Due to The worldwide pandemic by the coronavirus or also called Covid-19 has led to a global rethinking as teaching either in schools or universities, around the world countries had to close student centers for several weeks due to the pandemic, therefore, technology has taken huge steps in a very surprising and significant way [1], [2], [3]. An important factor is programming; because websites, applications, software and everything have as a tool today to work from home or remotely or take classes from the comfort of home requires devices that are developed based on codes and that is where programming becomes of paramount importance worldwide [4], [5]. ...
