Habits And Attitudes In The Student’S Learning Process

Habits and attitudes in the student’s learning process

Summary

At present, thanks to globalization and, consequently, to the development of new informational, communicational and technological tools, which can be called new information technologies (ICTs), the ability to transmit knowledge has also been innovated and modified also. In this way, virtual education has gained an important space, as well as a determining role in the way of teaching. In this sense, this work has proposed the objective of investigating the influence of this type of education on the learning of the various students, as well as in the result of this, limiting themselves to observing their activities, dynamics, tools, customs, attitudes , habits, and also the positive and negative effects that can be generated. All this done through an exhaustive and deep documentary review that allows fruitful conclusions and inferences about this subject.

Introduction

Over the years, the phenomenon of globalization that every day demands better results to be competent, information technologies have played a very important role in this process (Guel González, Pintor Chávez, & Gómez Zermeño, 2016). In this way, measure that both new information technologies are developed more and more. One of these, is education, its dynamics, tools, media and environments have had various changes, have facilitated some processes, complex others, thus originating online education, through the Internet.

However, it seems that its benefits turn out to be greater than their disadvantages.

In this way, online education at the university level, arises as a tool that is taking greater importance and use at the educational level, giving way to be taken as an object of study from various approaches and perspectives. The main interest of your analysis, in a deep way, can provide interesting and fruitful conclusions, on one aspect that in the future can take prominence in the form of universal teaching.

Problem approach and research question

Online education is based on the possibility of achieving a certain and effective learning through a network of people communicated by computational means (Márquez & Soto, 2005). In this way, the way of teaching, the way of learning, the relationships between students and teacher, as well as the assessment of what has been learned, has been modified. In some cases the changes will be greater, in others not so much.

This is how this type or form of education has been constituted as an effective option to increase and diversify access and learning opportunities, as well as to innovate and improve its quality, however, there is also the fact that in this type of modality, high rates of dropout and low averages persist in academic performance (Saltos & Maldonado, 2019), which bases and makes it necessary to find the reasons why these problems so that its application does not give in the most effective way.

However, to find such reasons, it turns out to be complex, since, without prior knowledge about its elements, and a study and analysis of the way in which this educational modality affects, influences and modifies the aspects mentioned above, this begins to become becoming imprecise and away from its true utility. In this way, the following research question is born, which will allow to correct this void and sediment the bases for deeper studies on this topic, this is: How does the online education mode influence the result of student learning third level (university) at the University of the Americas for the 2020-20 semester?

Through this question, the approach will be the influence exerted on the educational process, as well as in the result of this, in university students, limiting themselves to observing their activities, dynamics, tools, customs, attitudes, habits, and also the effects both positive and negative that can be generated.

Justification

As stated so far, the transformations that the educational field develops, merits great attention by the Scientific Academy, and studies that allow a greater, and deepest, understanding of this. Particularly, carrying out research such as this will allow online education to be taken as more than attending education through technology, and thus becomes a learning modality backed with pedagogical, methodological foundations and an adequate understanding of Human factors that motivate student behavior (Godoy, Morales, & Pulido, 2018)

In this way, it is evident that the focus of this research will be the student, therefore, will also be the greatest beneficiary of the production of research such as this. It is important to highlight this, because in theory, education has as one of its various purposes, transmitting knowledge (teaching) to a certain public, and both the development, transformations and changes that occur in this, should have as its main element its target audience, students, however, does not always happen.

An example of the aforementioned, happens in many of the university programs oriented to the installation of online education systems, which prioritize the fear of teachers by using learning technologies, and leave for a subsequent stage the use of students’ enthusiasm and certainty when using these same technologies, therefore, as long 2004), since they lose sight of the main object, which are the students.

This is how, this line of research, as is common, will revolve around virtual environments where the student with the teacher and the institution in charge, are the main actors. Since, mainly, for higher education institutions, especially in a virtual modality, it remains a priority challenge, to develop strong competencies of autonomy and self-regulation in their students (Saltos & Maldonado, 2019).

General objective

Analyze the way students respond to online education and how, in turn, it is influences them based on their learning process.

Specific objectives

• Determine behaviors, habits and attitudes of students online.
• Describe the activities, dynamics and routines that an online student has.
• Analyze the degree of learning online students.
• Determine positive and negative effects of online education in university students.
• Find the possible causes for both positive and negative effects of online education about the learning of your students.

Methodology and sample poll

The proposed methodology will reside in a documentary review. The articles of scientific journals will provide us with the possibility of being able to raise as much written information possible, since the various repositories that exist on the Internet facilitate access and search for previous research focused on this research topic. However, the possibility of taking into account reports and documentaries on various websites, which facilitate the accumulation of information from other perspectives, as well as a plurality conclusions and opinions of experts on this object of research on this object of research on this object of research on this object of research on this object of research on this object of research.

With respect to the sample poll, mainly, it will focus on medical students of the third and fourth semesters. These, due to the current pandemic, have received and continue to receive classes virtually, so they can testify to how this educational modality has influenced their learning, the fact that taking as shows other careers or student sectors is not discarded as a show However, it would be limited to a university educational level.

Results

The research has yielded the following results: First, a key element for the design, development and implementation of any initiative based on the fact that the student can take advantage of this type of online education efficiently, is to take into account its attitude towards this (Godoy, Morales, & Pulido, 2018); Second, it is necessary to identify profiles and behavior patterns of students in a self-regulated process of this nature (Saltos & Maldonado, 2019, P. 12), for this predictive models are a good option; Third, it is necessary to consider the importance of the components of the online courses, mainly the representational and contextual quality of the contents, the independence of the activities, the availability and stability of the platform and the timely care, to refine the current models currently existing , since the high and low high retention and satisfaction rates can be understood (Flores Guerrero, López de la Madrid, & Rodríguez Hernández, 2016; fourth, clarity, interaction, and sufficiency of content within this type of courses, They are important parameters because they consider, in the same way, these would be directly related to the student’s motivation (Luna Serrano, Ponce Ceballos, Cordero Arroyo, & Cisneros-Colonour, 2018).

Discussion

The first specific objective to analyze is to determine habits and positions that students have in front of their education. For this, the factors and elements involved are innumerable, and none is more important than the other, since the context of each student and educational institution is totally different, and each one will have their own particularities. However, there is a consensus that those students with previous experience in online courses and technology have shown a positive attitude and motivation towards this modality of study, which is accompanied by positive perceptions to continue in it and, even recommend it. (Godoy, Morales, & Pulido, 2018). On the other hand, it has been found that the description and depth of these habits and attitudes is also essential, which are quite scarce and diverse, this is partly due to the fact that a massive and detailed study of each student’s activities entails a lot of a large amount of resources and time, and in the same way, it would be complex to verify it. However, it can be affirmed that disinterest or motivation to worry or have certain attitudes in the face of online classes will depend on external and institutional factors too, so you are not only depending on the student (Luna Serrano, Ponce Ceballos, Cordero Arroyo, & Cisneros-Coolernour, 2018).

The second specific objective to deal with is to describe the activities, dynamics and routines that an online student has. Particularly, in this aspect, the findings have thrown that the various routines, as well as the elements that contain it, have some influence or are affected by the other party, that is, by the education platform, the teacher who teaches it, and the institution that provides it (Flores Guerrero, López de la Madrid, & Rodríguez Hernández, 2016). For a better understanding of this, I allow me It would cause the former not to have an established routine, or also, in the worst case, be attentive to only qualified activities, and perform those that represent the sufficient note to approve said course. Likewise, if the platform has deficiencies, the student could pretend to use these as an excuse of not paying the attention required to the course (Guel González, Pintor Chávez, & Gómez Zermeño, 2016). In this sense, in the same way, it is important to carry out more descriptive and deep studies to various online courses, taking into account these observations.

The third specific objective to examine is to find the possible causes for both positive and negative purposes of online education about the learning of its students. For this objective, it has been of great importance to take into account the existing predictive models, and obviously, also take into consideration their deficiencies to improve. In this sense, these models mainly present the following six dimensions: pedagogical, technological, interface design, evaluation, management and orientation (Flores Guerrero, López de la Madrid, & Rodríguez Hernández, 2016). Thus, thanks to these, systematized information can be acquired that can serve as the basis for causal inferences that help determine the causes and effects of this type of education. In addition, motivation is also considered important. This is related to learning and academic performance, and a priori it can be assumed that there are many factors that can influence students’ motivation, both personal and contextual or social factors, such as expectations, affective reactions, the environment, the environment, the environment, didactic methodologies, teacher’s attitude, study subject, etc. (López, 2013).

Conclusions

Finally, the most relevant conclusions that have been reached after this inquiry and the relevant discussion with other academic research are the following: first, disinterest and motivation, as well as having certain attitudes against online education , it will depend on external and institutional factors, in addition to the inmates, in this sense we can speak of a bidirectional relationship for its effective functioning. Second, physical and technical elements are of fundamental importance in this learning process, specifically, the virtual and teacher platform, are fundamental factors and elements for positive or negative responses in this educational process.

Third, it is very useful online management and guidance, thus presenting a complete evaluation system that allows, more precisely, to approach the performance and learning of the student online. In this way, it can be determined with certainty that the learning flow in this type of virtual education resides, to a large extent, in a composition of external factors and internal factors, having as its main element a bidirectional relationship between the institution and the student.

Bibliography

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