Aplicación de las Metodologías Activas a través de la modalidad virtual en Estudiantes de la Carrera de Comunicación Social del 3ro y 4to semestre de la Universidad de Guayaquil, sección matutina, año 2022
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Materias > Educación
Universidad Europea del Atlántico > Docencia > Trabajos finales de Máster
Universidad Internacional Iberoamericana México > Docencia > Trabajos finales de Máster
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El objeto de estudio de la presente tesis es analizar la aplicación de las metodologías activas y su incidencia en el desempeño docente en la modalidad virtual, abordando a los estudiantes y profesores de la carrera de comunicación de la Universidad de Guayaquil. Se procura determinar qué tanto influyen estas metodologías en el aprendizaje de los estudiantes y la frecuencia con la que son utilizadas por los docentes, teniendo en cuanta la importancia de este enfoque en una educación puramente en línea en el que conceptos como la flexibilidad y el autoaprendizaje se convierten en ejes fundamentales en el quehacer educativo. Entonces, se busca analizar la efectividad de la aplicación de metodologías activas a través de la modalidad e-learning para mejorar el desempeño de los docentes en el proceso de enseñanza aprendizaje de la carrera de Comunicación Social en los semestres 3ro y 4to, sección matutina, de la Universidad de Guayaquil. El e-learning no es una opción, es una necesidad en un mundo dinámico y cargado de interacciones incontables, desde el punto de vista del conectivismo, cuyas redes construyen la educación misma mediante relaciones o conexiones. Entonces, el e-learning sería una de las formas de aprovechar esas conexiones abstrayendo los conocimientos que contienen, mediante actividades en línea que llevarán al estudiantado a experimentar nuevas formas del conocimiento. Aplicar, en este caso, metodologías activas con la tecnología es más posible que nunca, y los docentes deberán desempeñar un rol determinado a favor de sus estudiantes. Mediante encuestas y entrevistas se pudo determinar la necesidad de mejorar procesos de enseñanza aprendizaje con el apoyo del enfoque de metodologías activas que beneficiará a su vez el fortalecimiento del buen desempeño docente en procesos educativos e-learning.
metadata
Jarrín Miranda, Jonathan Josué
mail
jonajarr92@gmail.com
(2022)
Aplicación de las Metodologías Activas a través de la modalidad virtual en Estudiantes de la Carrera de Comunicación Social del 3ro y 4to semestre de la Universidad de Guayaquil, sección matutina, año 2022.
Masters thesis, SIN ESPECIFICAR.
Resumen
El objeto de estudio de la presente tesis es analizar la aplicación de las metodologías activas y su incidencia en el desempeño docente en la modalidad virtual, abordando a los estudiantes y profesores de la carrera de comunicación de la Universidad de Guayaquil. Se procura determinar qué tanto influyen estas metodologías en el aprendizaje de los estudiantes y la frecuencia con la que son utilizadas por los docentes, teniendo en cuanta la importancia de este enfoque en una educación puramente en línea en el que conceptos como la flexibilidad y el autoaprendizaje se convierten en ejes fundamentales en el quehacer educativo. Entonces, se busca analizar la efectividad de la aplicación de metodologías activas a través de la modalidad e-learning para mejorar el desempeño de los docentes en el proceso de enseñanza aprendizaje de la carrera de Comunicación Social en los semestres 3ro y 4to, sección matutina, de la Universidad de Guayaquil. El e-learning no es una opción, es una necesidad en un mundo dinámico y cargado de interacciones incontables, desde el punto de vista del conectivismo, cuyas redes construyen la educación misma mediante relaciones o conexiones. Entonces, el e-learning sería una de las formas de aprovechar esas conexiones abstrayendo los conocimientos que contienen, mediante actividades en línea que llevarán al estudiantado a experimentar nuevas formas del conocimiento. Aplicar, en este caso, metodologías activas con la tecnología es más posible que nunca, y los docentes deberán desempeñar un rol determinado a favor de sus estudiantes. Mediante encuestas y entrevistas se pudo determinar la necesidad de mejorar procesos de enseñanza aprendizaje con el apoyo del enfoque de metodologías activas que beneficiará a su vez el fortalecimiento del buen desempeño docente en procesos educativos e-learning.
| Tipo de Documento: | Tesis (Masters) |
|---|---|
| Palabras Clave: | Metodologías activas, desempeño docente, e-learning |
| Clasificación temática: | Materias > Educación |
| Divisiones: | Universidad Europea del Atlántico > Docencia > Trabajos finales de Máster Universidad Internacional Iberoamericana México > Docencia > Trabajos finales de Máster |
| Depositado: | 29 Abr 2024 23:30 |
| Ultima Modificación: | 29 Abr 2024 23:30 |
| URI: | https://repositorio.unini.edu.mx/id/eprint/2997 |
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<a class="ep_document_link" href="/10290/1/Influence%20of%20E-learning%20training%20on%20the%20acquisition%20of%20competences%20in%20basketball%20coaches%20in%20Cantabria.pdf"><img class="ep_doc_icon" alt="[img]" src="/style/images/fileicons/text.png" border="0"/></a>
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The main aim of this study was to analyse the influence of e-learning training on the acquisition of competences in basketball coaches in Cantabria. The current landscape of basketball coach training shows an increasing demand for innovative training models and emerging pedagogies, including e-learning-based methodologies. The study sample consisted of fifty students from these courses, all above 16 years of age (36 males, 14 females). Among them, 16% resided outside the autonomous community of Cantabria, 10% resided more than 50 km from the city of Santander, 36% between 10 and 50 km, 14% less than 10 km, and 24% resided within Santander city. Data were collected through a Google Forms survey distributed by the Cantabrian Basketball Federation to training course students. Participation was voluntary and anonymous. The survey, consisting of 56 questions, was validated by two sports and health doctors and two senior basketball coaches. The collected data were processed and analysed using Microsoft® Excel version 16.74, and the results were expressed in percentages. The analysis revealed that 24.60% of the students trained through the e-learning methodology considered themselves fully qualified as basketball coaches, contrasting with 10.98% of those trained via traditional face-to-face methodology. The results of the study provide insights into important characteristics that can be adjusted and improved within the investigated educational process. Moreover, the study concludes that e-learning training effectively qualifies basketball coaches in Cantabria.
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Carotenoids Intake and Cardiovascular Prevention: A Systematic Review
Background: Cardiovascular diseases (CVDs) encompass a variety of conditions that affect the heart and blood vessels. Carotenoids, a group of fat-soluble organic pigments synthesized by plants, fungi, algae, and some bacteria, may have a beneficial effect in reducing cardiovascular disease (CVD) risk. This study aims to examine and synthesize current research on the relationship between carotenoids and CVDs. Methods: A systematic review was conducted using MEDLINE and the Cochrane Library to identify relevant studies on the efficacy of carotenoid supplementation for CVD prevention. Interventional analytical studies (randomized and non-randomized clinical trials) published in English from January 2011 to February 2024 were included. Results: A total of 38 studies were included in the qualitative analysis. Of these, 17 epidemiological studies assessed the relationship between carotenoids and CVDs, 9 examined the effect of carotenoid supplementation, and 12 evaluated dietary interventions. Conclusions: Elevated serum carotenoid levels are associated with reduced CVD risk factors and inflammatory markers. Increasing the consumption of carotenoid-rich foods appears to be more effective than supplementation, though the specific effects of individual carotenoids on CVD risk remain uncertain.
Sandra Sumalla Cano mail sandra.sumalla@uneatlantico.es, Imanol Eguren García mail imanol.eguren@uneatlantico.es, Álvaro Lasarte García mail , Thomas Prola mail thomas.prola@uneatlantico.es, Raquel Martínez Díaz mail raquel.martinez@uneatlantico.es, Iñaki Elío Pascual mail inaki.elio@uneatlantico.es,
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The evolution of the COVID-19 pandemic has been associated with variations in clinical presentation and severity. Similarly, prediction scores may suffer changes in their diagnostic accuracy. The aim of this study was to test the 30-day mortality predictive validity of the 4C and SEIMC scores during the sixth wave of the pandemic and to compare them with those of validation studies. This was a longitudinal retrospective observational study. COVID-19 patients who were admitted to the Emergency Department of a Spanish hospital from December 15, 2021, to January 31, 2022, were selected. A side-by-side comparison with the pivotal validation studies was subsequently performed. The main measures were 30-day mortality and the 4C and SEIMC scores. A total of 27,614 patients were considered in the study, including 22,361 from the 4C, 4,627 from the SEIMC and 626 from our hospital. The 30-day mortality rate was significantly lower than that reported in the validation studies. The AUCs were 0.931 (95% CI: 0.90–0.95) for 4C and 0.903 (95% CI: 086–0.93) for SEIMC, which were significantly greater than those obtained in the first wave. Despite the changes that have occurred during the coronavirus disease 2019 (COVID-19) pandemic, with a reduction in lethality, scorecard systems are currently still useful tools for detecting patients with poor disease risk, with better prognostic capacity.
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Assessment of side effects associated with COVID-19 vaccination is required to monitor safety issues and acceptance of vaccines in the long term. We found a significant knowledge gap in the safety profile of COVID-19 vaccines in Bangladesh. We enrolled 1805 vaccine recipients from May 5, 2021, to April 4, 2023. Kruskal-Wallis test and χ2 test were performed. Multivariable logistic regression was also performed. First, second and third doses were administered among 1805, 1341, and 923 participants, respectively. Oxford–AstraZeneca (2946 doses) was the highest administered followed by Sinopharm BIBP (551 doses), Sinovac (214 doses), Pfizer-BioNTech (198 doses), and Moderna (160 doses), respectively. Pain at the injection site (80-90%, 3200–3600), swelling (85%, 3458), redness (78%, 3168), and heaviness in hand (65%, 2645) were the most common local effects, and fever (85%, 3458), headache (82%, 3336), myalgia (70%, 2848), chills (67%, 2726), muscle pain (60%, 2441) were the most prevalent systemic side effects reported within 48 h of vaccination. Thrombosis was only reported among the Oxford–AstraZeneca recipients (3.5-5.7%). Both local and systemic effects were significantly associated with the Oxford–AstraZeneca (p-value < 0.05), Pfizer–BioNTech (p-value < 0.05), and Moderna (p-value < 0.05) vaccination. Chronic urticaria and psoriasis were reported by 55-60% of the recipients after six months or later. The highest percentage of local and systemic effects after 2nd and 3rd dose were found among recipients of Moderna followed by Pfizer-BioNTech and Oxford–AstraZeneca. Homogenous doses of Oxford–AstraZeneca and heterogenous doses of Moderna and Pfizer-BioNTech were significantly associated with elevated adverse effects. Females, aged above 60 years with preexisting health conditions had higher risks. Vaccination with Pfizer-BioNTech (OR 4.34, 95% CI 3.95–4.58) had the highest odds of severe and long-term effects followed by Moderna (OR 4.15, 95% CI 3.92–4.69) and Oxford–AstraZeneca (OR 3.89, 95% CI 3.45–4.06), respectively. This study will provide an integrated insight into the safety profile of COVID-19 vaccines.
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Sharif