4.3.Artículos de conferencias indexados
Permanent URI for this collectionhttps://hdl.handle.net/20.500.11955/790
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Browsing 4.3.Artículos de conferencias indexados by Subject "Docente"
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Item Metadata only Didactics 2.0 for information management and digital skills of teachers(Latin American and Caribbean Consortium of Engineering Institutions, 2024) Pérez Cauna, Jackeline Shelah; García Chauca, Jeniffer Doris; Montoya Cantoral, ElisaThis research aims to determine the relationship between the didactic use of the web 2.0 for the information management and the digital skills of teachers. A quantitative approach was used, and the research design was non-experimental with a cross-sectional cut since data collection was carried out at a single point in time. The study was conducted with a population of 98 teachers from a private university in Lima. The results obtained showed that there is a direct relationship between the variables Use of the Web 2.0 and the digital skills of teachers.Item Metadata only MOOCs and their contribution to the continuous development of high school teachers(Institute of Electrical and Electronics Engineers Inc., 2023) Tacca Huamán, Daniel Rubén; Alva Rodríguez, Miguel Ángel; Cuarez Cordero, Renzo; Córdova Berona, Helí Alejandro; Franco Canaval, David Guillermo; Tacca Huamán, Ana LuisaThe objective was to know the contribution of MOOCs in the continuous training of Peruvian high school teachers and also to highlight the challenges and difficulties they presented. The research was mixed with a sequential explanatory design; initially 311 participants entered the survey, but after the corresponding filters, an effective sample of 149 secondary education teachers was reached. According to the results, 63% of initial participants completed a MOOC, of these 92 % obtained certification, the majority invested up to 50 dollars to obtain a certificate and a large number of promoters appeared in the NPS survey. On the other hand, it was shown that MOOCs contribute positively to the development of digital, didactic and pedagogical skills; however, it was identified that passive and detractor teachers do not agree with the autonomy of MOOCs because they demanded personalized attention.Item Metadata only Pedagogical accompaniment, resilience, and performance of university professors during virtual classes(Institute of Electrical and Electronics Engineers Inc., 2022) Tacca Huamán, Daniel Rubén; Cuarez Cordero, Renzo; Franco Canaval, David Guillermo; Córdova Berona, Helí AlejandroThe objective of the research was to know the relationship between pedagogical accompaniment, resilience, and the professional performance of university professors during virtual classes. The research was quantitative, correlational, and cross-sectional; the sample was made up of 172 professors from a private university in Lima, Peru. According to the results, accompaniment has a positive and significant relationship with resilience (r=.45) and professional performance (r=.52) ; likewise, of the five dimensions of accompaniment, it was observed that collegiate planning and management of the teaching process present a positive and high relationship with performance. It was evidenced that male teachers and those who belong to the science area perceive greater accompaniment, but women and those who are from the humanities area present greater resilience and better performance.Item Metadata only Professor's leadership styles, engagement and academic satisfaction of the student during online classes(Institute of Electrical and Electronics Engineers Inc., 2022) Tacca Huamán, Daniel Rubén; Cuarez Cordero, Renzo; Franco Canaval, David Guillermo; Córdova Berona, Helí AlejandroThe main objective of the research was to know the relationship between the leadership styles of the university professor, the engagement, and the academic satisfaction of university students during the context of virtual education. The research was, quantitative, correlational, and cross-sectional; the sample consisted of 229 university students from Lima, Peru. The transformational leadership style obtains a positive, significant, and high relationship with academic engagement (r=.51) and a moderate relationship with academic satisfaction (r=.47); the laissez-faire style presents negative relationships with these two constructs. The results show that women are more engaged in their studies and are more satisfied with their professor; on the other hand, humanities students perceive more transformational leadership and satisfaction, while science students perceive more laissez-faire leadership in their professors.