El papel de las plataformas interactivas en la mejora de la automotivación durante los estudios de postgrado a distancia

Autores/as

DOI:

https://doi.org/10.46502/issn.1856-7576/2024.18.02.3

Palabras clave:

Plataforma a distancia, métodos de aprendizaje activo, experiencia pedagógica, actividad investigadora, competencia profesional.

Resumen

Las tecnologías modernas son una herramienta activa para el desarrollo de habilidades prácticas, lo que tiene un valor positivo también para la formación a distancia. El objetivo del trabajo es determinar el papel de las plataformas interactivas en la mejora de la automotivación durante los estudios de postgrado a distancia. En la investigación se emplearon los siguientes métodos: comparación, escala de Stapel, cálculos del factor de motivación, ratio de actividad; test de Sherman. Para el desarrollo de las competencias comunicativas y personales del profesor en educación se utilizó la plataforma MOODLE; para los mecanismos de evaluación de los estudiantes se utilizó la aplicación Liveworksheets. Se determinó que la automotivación se reflejaba en la búsqueda de métodos no estándar para presentar la información (23,4), el estudio de nuevos materiales (22,1), la actividad investigadora (19,7). El estudio demostró que la realización de clases abiertas por parte de los profesores en formación de postgrado se reflejaba en la obtención de resultados elevados. Los profesores de primaria alcanzaron un alto nivel de conocimientos entre el 68%, lengua ucraniana - 71%, matemáticas - 64%. La importancia práctica del trabajo es la posibilidad de crear nuevos enfoques para la formación de postgrado de los profesores de primaria y secundaria. Las perspectivas de investigación pueden estar relacionadas con la determinación de las ventajas de diversas plataformas interactivas para la realización de estudios de posgrado.

Biografía del autor/a

Natalia Dyka, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine.

Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine.

Olha Tretiak, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine.

Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine.

Yaroslav Yakunin, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine.

Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine.

Maryna Shopina, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine.

Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine.

Svitlana Horobets, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine.

Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine.

Nataliia Rozinkevych, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine.

Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine.

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Publicado

2024-06-30

Cómo citar

Dyka, N., Tretiak, O., Yakunin, Y., Shopina, M., Horobets, S., & Rozinkevych, N. (2024). El papel de las plataformas interactivas en la mejora de la automotivación durante los estudios de postgrado a distancia. Revista Eduweb, 18(2), 50–62. https://doi.org/10.46502/issn.1856-7576/2024.18.02.3

Número

Vol. 18 Núm. 2 (2024)

Sección

Articles

Licencia

Derechos de autor 2024 Natalia Dyka, Olha Tretiak, Yaroslav Yakunin, Maryna Shopina, Svitlana Horobets, Nataliia Rozinkevych

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.