Contenido principal del artículo

Akram Firwana
MOHE
Palestina, Estado de
https://orcid.org/0000-0002-0632-0457
Mohammed Abu Shouqer
The Islamic University of Gaza
Palestina, Estado de
https://orcid.org/0000-0003-2783-0699
Magdy Aqel
The Islamic University of Gaza
Palestina, Estado de
https://orcid.org/0000-0002-3589-816X
Vol. 22 (2021), Artículos, Páginas e23907
DOI: https://doi.org/10.14201/eks.23907
Aceptado: ene 11, 2021
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Resumen

La pandemia mundial del Coronavirus formuló desafíos tanto para los profesores como para los estudiantes con respecto al uso de herramientas de aprendizaje electrónico en el marco del proceso de enseñanza y aprendizaje. Así las cosas, la capacitación que los maestros necesitan para utilizar aquellas herramientas era sumamente crucial. En este estudio se examinó la eficacia de los entornos de aprendizaje electrónico en el desarrollo de las aptitudes para diseñar actividades electrónicas basadas en el juego por parte de los profesores de tecnología de Gaza. Los investigadores siguieron un enfoque cuasi experimental para el cual se recurrió a dos grupos experimentales seleccionados al azar. Al primer grupo experimental se le enseñó a través del entorno social de aprendizaje electrónico Edmodo; al segundo grupo experimental se le enseñó a través del entorno personal de aprendizaje electrónico WordPress. Cada grupo constó de 30 profesores que enseñan Tecnología de la Información en escuelas secundarias. La equivalencia del grupo se ajustó antes del experimento en el diseño de las habilidades de E-actividades basadas en el juego. Para recoger datos, los investigadores prepararon una tarjeta de observación de las habilidades para el diseño de E-actividades basadas en la gamificación. La tarjeta de observación tiene que ver con las herramientas de diseño y sus subindicadores, y se aplicó antes y después de la fase de intervención. Los resultados mostraron que no hubo diferencias estadísticamente significativas a un intervalo de confianza de 95% (α ≤ 0,05) entre la media de las puntuaciones de los profesores en el grupo experimental de entorno social Edmodo y el grupo experimental de entorno personal de aprendizaje WordPress después de la-aplicación de la tarjeta de observación para el diseño de las habilidades de E-actividades basadas en la gamificación. Por otra parte, los hallazgos revelaron una gran efectividad del entorno social de aprendizaje electrónico Edmodo y del entorno personal de aprendizaje electrónico WordPress en el desarrollo de habilidades para el diseño de actividades electrónicas basadas en la gamificación. A la luz de estos resultados, se recomienda el empleo de entornos sociales y personales de aprendizaje electrónico para el desarrollo de las habilidades de los profesores, lo que se verá reflejado en una mejora de sus experiencias. Esto es útil para organizar y mostrar la información, además de facilitar la comunicación entre los componentes del proceso educativo y el beneficio de utilizar estos entornos en la formación de los profesores en el marco de la pandemia mundial.

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