Aprendizaje cooperativo y significativo en el contexto de la educación virtual
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Horizontes Rev. Inv. Cs. Edu.
Abstract
La pandemia de la COVID-19 ha generado múltiples impactos a nivel educativo, entre los que destaca la necesidad de migrar a una modalidad de enseñanza virtual; sin embargo, las metodologías de enseñanza no han sido adaptadas con la misma facilidad, como es el caso del aprendizaje significativo y el aprendizaje cooperativo. Por tanto, el objetivo de este estudio es comprobar la existencia de una relación entre el aprendizaje cooperativo y sus dimensiones con el aprendizaje significativo en estudiantes. Respecto a la metodología, la investigación sigue un enfoque cuantitativo de tipo básico, una metodología hipotética y deductiva, con diseño no experimental, de corte transversal y nivel correlacional. Asimismo, se utilizó muestra probabilística de 132 alumnos y se emplearon 2 cuestionarios como instrumentos, los cuales fueron validados mediante un juicio de expertos, del mismo se determinó su confiabilidad a través del cálculo del Alfa de Cronbach, luego se analizaron los datos con el software estadístico SPSS 21.0 y Microsoft Excel. Los resultados determinaron que existe una relación positiva y significativa entre el aprendizaje cooperativo y el aprendizaje significativo en los alumnos de la modalidad de enseñanza virtual.
The COVID-19 pandemic has generated multiple impacts at the educational level, among which the need to migrate to a virtual teaching modality stands out; however, teaching methodologies have not been adapted with the same ease, as is the case with meaningful learning and cooperative learning. Therefore, the objective of this study is to verify the existence of a relationship between cooperative learning and its dimensions with meaningful learning in students. Regarding the methodology, the research follows a basic quantitative approach, a hypothetical and deductive methodology, with a non-experimental design, cross-sectional and correlational level. Likewise, a probabilistic sample of 132 students was used and 2 questionnaires were used as instruments, which were validated by expert judgment, their reliability was determined through the calculation of Cronbach's Alpha, then the data were analyzed with the software statistical SPSS 21.0 and Microsoft Excel. The results determined that there is a positive and significant relationship between cooperative learning and meaningful learning in students of the virtual teaching modality.
The COVID-19 pandemic has generated multiple impacts at the educational level, among which the need to migrate to a virtual teaching modality stands out; however, teaching methodologies have not been adapted with the same ease, as is the case with meaningful learning and cooperative learning. Therefore, the objective of this study is to verify the existence of a relationship between cooperative learning and its dimensions with meaningful learning in students. Regarding the methodology, the research follows a basic quantitative approach, a hypothetical and deductive methodology, with a non-experimental design, cross-sectional and correlational level. Likewise, a probabilistic sample of 132 students was used and 2 questionnaires were used as instruments, which were validated by expert judgment, their reliability was determined through the calculation of Cronbach's Alpha, then the data were analyzed with the software statistical SPSS 21.0 and Microsoft Excel. The results determined that there is a positive and significant relationship between cooperative learning and meaningful learning in students of the virtual teaching modality.
Description
Vol. 6, No. 26