Article
Satisfacción de los estudiantes respecto a las acciones formativas e-learning en el ámbito universitario
Alternative title | Students' Satisfaction with the E-Learning Educational at the University Level |
Author/s | Curci La Rocca, Renata |
Publication Date | 2014 |
Deposit Date | 2016-09-28 |
Published in |
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Abstract | En los últimos años se han incrementado las investigaciones que buscan conocer el grado de satisfacción del alumnado respecto a las acciones formativas soportadas en e-learning, sobre todo en el ámbito universitario. Este ... En los últimos años se han incrementado las investigaciones que buscan conocer el grado de satisfacción del alumnado respecto a las acciones formativas soportadas en e-learning, sobre todo en el ámbito universitario. Este artículo analiza los resultados de un estudio que perseguía recoger las percepciones que los alumnos tienen respecto al e-learning en una Universidad latinoamericana. Más concretamente, en aspectos relacionados con la asignatura de manera general, el profesor/tutor, los contenidos, los procesos de comunicación, y la plataforma utilizada en la Universidad. In the last years researches that seek to know the degree of satisfaction of the students in relation with the educational actions supported by e-learning, especially at the University level, have been increasing. This ... In the last years researches that seek to know the degree of satisfaction of the students in relation with the educational actions supported by e-learning, especially at the University level, have been increasing. This article analyses the results of a study which collects the perceptions that the students have regarding e-learning in a Latin-American university. In particular, in aspects related to the subject, the professor/tutor, the contents, the process of communication, and the e-learning platform itself. |
Citation | Curci La Rocca, R. (2014). Satisfacción de los estudiantes respecto a las acciones formativas e-learning en el ámbito universitario. Píxel-Bit. Revista de Medios y Educación, 44, 215-229. |
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