Bibliographic citations
Gonzales, D., (2022). Percepción de docentes de secundaria de un colegio privado de Lima sobre el proceso de enseñanza-aprendizaje durante el cambio de modalidad de dictado de virtual a semipresencial bajo una perspectiva de ecosistema de aprendizaje [Trabajo de investigación, Universidad Peruana de Ciencias Aplicadas (UPC)]. http://hdl.handle.net/10757/667855
Gonzales, D., Percepción de docentes de secundaria de un colegio privado de Lima sobre el proceso de enseñanza-aprendizaje durante el cambio de modalidad de dictado de virtual a semipresencial bajo una perspectiva de ecosistema de aprendizaje [Trabajo de investigación]. PE: Universidad Peruana de Ciencias Aplicadas (UPC); 2022. http://hdl.handle.net/10757/667855
@mastersthesis{renati/405180,
title = "Percepción de docentes de secundaria de un colegio privado de Lima sobre el proceso de enseñanza-aprendizaje durante el cambio de modalidad de dictado de virtual a semipresencial bajo una perspectiva de ecosistema de aprendizaje",
author = "Gonzales Camacho, Daniel Isaac",
publisher = "Universidad Peruana de Ciencias Aplicadas (UPC)",
year = "2022"
}
The objective of this research is to present the perceptions of secondary school teachers from a private school in Lima about the teaching-learning process in a context of changing the dictation modality from virtual to blended. For this purpose, this research is framed under the learning ecosystem proposal developed by Dr. Lea Sulmont, a concept that is made up of four action areas that allow institutions to carry out a systemic analysis of the schools they lead and make strategic decisions regarding the incorporation of information and communication technologies (ICT) in the school at all levels (Sulmont, 2019), with the management of the teaching and learning process being the focus of this study. To this end, ten teachers who experienced face-to-face and virtual teaching modalities in the same institution were interviewed, in such a way that their different perceptions contain similar experiences, mainly associated with the management carried out by the school in each case. Subsequently, an analysis of the teachers' responses is carried out, grouping and categorizing them for a more detailed analysis, on which a series of conclusions are raised that contribute to deepen this field of study and future research is proposed to expand knowledge on these topics.
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