Bibliographic citations
Huarcaya, J., Atuncar, I. (2022). Percepciones de los estudiantes con discapacidad física sobre el aprendizaje colaborativo en un entorno virtual de una Universidad privada de Lima Metropolitana [Tesis, Universidad Peruana de Ciencias Aplicadas (UPC)]. http://hdl.handle.net/10757/660066
Huarcaya, J., Atuncar, I. Percepciones de los estudiantes con discapacidad física sobre el aprendizaje colaborativo en un entorno virtual de una Universidad privada de Lima Metropolitana [Tesis]. PE: Universidad Peruana de Ciencias Aplicadas (UPC); 2022. http://hdl.handle.net/10757/660066
@mastersthesis{sunedu/3156121,
title = "Percepciones de los estudiantes con discapacidad física sobre el aprendizaje colaborativo en un entorno virtual de una Universidad privada de Lima Metropolitana",
author = "Atuncar Gamboa, Isis Elena",
publisher = "Universidad Peruana de Ciencias Aplicadas (UPC)",
year = "2022"
}
This qualitative investigation focuses on research in the education area. The overall objective was to know the physical disabilities of student's perceptions about collaborative learning in virtual environments in a private university in Lima city. This sample consists of 7 physical disabilities students from a private university in Lima city. The instrument used is the Interview Guide and the analysis design is the Thematic analysis. This investigation concludes that students perceive the benefits of collaborative work in terms of socialization, group support and the development and knowledge's complementarity, so this type of work is preferred by most of them in virtual environments. Additionally, students perceive that education in virtual environments generates benefits such as time savings as well as physical movement that was previously configured as a limitation for them. However, students also stated that virtuality has difficulties related to economic and technological infrastructure aspects which have an impact on some of them. This situation, according to the student’s perceptions, could further widen the gap in access to higher education since accessibility to virtual environments is considered a necessary condition for social and educational participation of all students and to achieve educational inclusion.
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