Citas bibligráficas
Arriola, B., Rivera, E. (2024). Percepciones de los docentes de Arquitectura sobre los espacios educativos físico y virtual como herramientas de aprendizaje en una universidad privada en los ciclos académicos 2020-2 y 2021-1 [Trabajo de investigación, Universidad Peruana de Ciencias Aplicadas (UPC)]. http://hdl.handle.net/10757/673261
Arriola, B., Rivera, E. Percepciones de los docentes de Arquitectura sobre los espacios educativos físico y virtual como herramientas de aprendizaje en una universidad privada en los ciclos académicos 2020-2 y 2021-1 [Trabajo de investigación]. PE: Universidad Peruana de Ciencias Aplicadas (UPC); 2024. http://hdl.handle.net/10757/673261
@mastersthesis{renati/416095,
title = "Percepciones de los docentes de Arquitectura sobre los espacios educativos físico y virtual como herramientas de aprendizaje en una universidad privada en los ciclos académicos 2020-2 y 2021-1",
author = "Rivera Hurtado, Enrique Elias",
publisher = "Universidad Peruana de Ciencias Aplicadas (UPC)",
year = "2024"
}
This study aimed to describe teachers’ perceptions regarding the role of physical and virtual spaces as learning tools in the School of Architecture in a private university. A phenomenological qualitative research approach with an exploratory nature was used. This study enrolled 12 teachers with experience in teaching classes in different formats including face-to-face, virtual and hybrid. The instrument for data collection was a semi-structured interview with 19 questions. The interviews identified that teachers perceived spaces with quality physical conditions (temperature, color, dimension) as ideal physical spaces. Regarding virtual spaces, participants valued asynchronous repetition of classes. These characteristics provide students with greater assurance and attention to the learning experience. Furthermore, interviews elucidated that teacher’s ability and experience to handle their educational environment is a pedagogical strategy in the use of spaces. Similarly, this study identified that spaces not only need pedagogical tools, but also an empathetic teacher-student relationship, which should be based on the senses such as vision and hearing. Finally, participants identified barriers in the use of spaces, which focused on the effects that physical and virtual spaces had on the students’ emotions. Furthermore, the impact of these barriers on students’ emotions predisposed their positive or negative academic performance.
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