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dc.contributor.advisorMoreno Caro, Javier Oswaldo - directorspa
dc.contributor.authorRodríguez Suarez, Leonardo Antoniospa
dc.date.accessioned2019-10-15T17:38:27Z
dc.date.available2019-10-15T17:38:27Z
dc.date.issued2019
dc.identifier.otherTO-23464spa
dc.identifier.urihttp://hdl.handle.net/20.500.12209/10719
dc.description.abstractEl contenido de este documento concierne a una tesis de grado de maestría en tecnologías de la información aplicadas a la educación, en el cual se muestra la intervención sobre el diseño e implementación de un modelo de retroalimentación automática en un ambiente virtual de aprendizaje, con el fin de estudiar su efecto sobre la autoeficacia académica y el logro del aprendizaje de la habilidad de escucha ESL inglés básico entre hombres y mujeres de diversas carreras, adscritas a una corporación universitaria, en el nivel de pregrado. Este estudio se llevó a cabo mediante un diseño de corte experimental desde un enfoque mixto de investigación, por medio de la implementación de mensajes automatizados desde un enfoque pedagógico de corte conductista (Schunk, 2012), utilizando para ello información de autoeficacia, desde el marco de retroalimentación de Bandura (1997). Dichos mensajes, mostraron al estudiante su estado de desempeño, lo direccionaron sobre qué hacer de acuerdo con su práctica para mejorarla y cuando su ejecución fue sobresaliente, lo incentivaron con distintos estímulos gráficos y textuales. Este componente de retroalimentación automática se diseñó dentro de los parámetros dispuestos en la plataforma de MOODLE Docs 3.6 bajo el modelo teórico de Hodge (2013) y Narciss (2008) y tiene elementos enfocados a potenciar características de la autoeficacia académica como las expectativas de resultado, frente a la ejecución de determinado comportamiento que lleve al estudiante a producir con éxito el efecto deseado. En síntesis, acorde al análisis de resultados, se concluyó que el modelo de retroalimentación automática promovió consistentemente el logro académico de los estudiantes, sin embargo, tuvo un efecto intranscendente en la variable género, por tanto se considero probable que tanto hombres como mujeres basan su percepción de desempeño sobre diferentes fuentes de autoeficacia y no en una sola, de tal forma se considero relevante para investigaciones futuras la implementación de múltiples fuentes de autoeficacia simultáneamente, para que a partir de allí sea posible obtener mayor consistencia sobre la autoeficacia académica asociada al género.spa
dc.format.mimetypeapplication/pdf
dc.publisherUniversidad Pedagógica Nacionalspa
dc.sourcereponame:Repositorio Institucional de la Universidad Pedagógica Nacionalspa
dc.sourceinstname:Universidad Pedagógica Nacionalspa
dc.subjectRetroalimentación automáticaspa
dc.subjectEscucha EFLspa
dc.subjectFuentes de autoeficaciaspa
dc.subjectAprendizaje en lineaspa
dc.subjectLogro académico y autoeficaciaspa
dc.titleEfecto de la retroalimentación automática sobre el logro académico y la autoeficacia de acuerdo con el género, en actividades de escucha en inglés en líneaspa
dc.typeinfo:eu-repo/semantics/bachelorThesisspa
dc.publisher.programMaestría en Tecnologías de la Información aplicadas a la Educaciónspa
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.publisher.departmentFacultad de Ciencia y Tecnologíaspa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
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