The role of information technologies (Classroom/Zoom) in conducting seminars
The aim of the study was to empirically test the Classroom/Zoom effectiveness in conducting seminars. The study involved a survey of respondents, initial and final monitoring of students’ learning outcomes in the professional subjects, qualitative and quantitative analysis of the data, comparative a...
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| Publicado en: | Apuntes Universitarios |
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| Autores principales: | , , , , |
| Formato: | Artículo de revista |
| Lenguaje: | español |
| Publicado: |
Universidad Peruana Unión
2022
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| Materias: | |
| Acceso en línea: | Ver en el sistema de origen |
| Etiquetas: |
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| Sumario: | The aim of the study was to empirically test the Classroom/Zoom effectiveness in conducting seminars. The study involved a survey of respondents, initial and final monitoring of students’ learning outcomes in the professional subjects, qualitative and quantitative analysis of the data, comparative analysis. Criteria for assessing the information technology effectiveness (from the students’ perspective) were: convenience and simplicity of communication, data visualization, interactivity, impact on learning outcomes, learning motivation, conciseness, organizational excellence, feedback. Research and teaching staff assessed the information technology effectiveness on such criteria as: educational and cognitive activity, learning outcomes, learning motivation, feedback, dialogism/polylogism, achieving the goal of the lesson, students’ digital literacy, students’ professional competence. Students noted the greatest importance of such criteria as: convenience and accessibility of communication, data visualization, impact on learning outcomes. The criteria that were approved in the teaching community the most were learning outcomes, achieving the goal of the lesson, feedback. |
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| ISSN: | 2304-0335 2225-7136 |