Percepción y estrategia didáctica: integración del podcast en la enseñanza-aprendizaje de Ciencias de la Comunicación, Universidad Nacional de Trujillo
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Date
2023
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Universidad Nacional de Trujillo
Abstract
El propósito de la presente investigación se centró en analizar la percepción de estudiantes y docentes de comunicaciones de la Universidad Nacional de Trujillo sobre el uso del podcast en la enseñanza-aprendizaje y proponer una estrategia didáctica que integre el podcast en el proceso educativo. El estudio fue mixto, con prevalencia cuantitativa. Se aplicó un cuestionario tipo CAP (conocimientos, actitudes y prácticas) con escala de Likert a una muestra no probabilística por conveniencia de 206 estudiantes para conocer sus percepciones en el uso del podcast en el aula. Complementariamente, fue diseñada una guía de entrevista para informantes clave, integrada por diez docentes de Ciencias de la Comunicación. El instrumento fue adaptado con los criterios CAP para determinar categorías de análisis. El marco teórico-filosófico se sustentó en aportes del constructivismo, desde sus principales exponentes: Piaget, Vigotski y Maturana, citados en su mayor parte por Rosas y Balmaceda (2008), y de la teoría del aprendizaje multimedia de Mayer (2005). Se concluye que los estudiantes reflejan una receptividad positiva y valoración destacada hacia el uso del podcast como recurso educativo. Desde los docentes, se revela aceptación hacia esta herramienta innovadora por la potencia en el aprendizaje significativo. La principal recomendación del estudio es la implementación de la propuesta de estrategia didáctica que integre el podcast en la enseñanza-aprendizaje de los comunicadores.
The purpose of this research was focused on analyzing the perception of students and professors of communications at the National University of Trujillo on the use of podcasts in the learning-teaching process and proposing a didactic strategy that integrates podcasts in the educational process. The study was a mixed study with quantitative prevalence. A KAP questionnaire (knowledge, attitudes and practices) with a Likert scale was applied to a non- probabilistic sample of 206 students by convenience, in order to know their perceptions on the use of podcast in the classroom. In addition, an interview guide for key informants was designed for ten professors of Communication Sciences. The instrument was adapted with the KAP criteria to determine categories of analysis. The theoretical-philosophical framework was based on constructivist contributions, from its main exponents: Piaget, Vigotski and Maturana, mostly cited by Rosas and Balmaceda (2008) and, from the multimedia learning theory of Mayer (2005). It is concluded that students reflect a positive receptivity and outstanding valuation towards the use of the podcast as an educational resource. The professors show acceptance of this innovative tool because of its potential for meaningful learning. The main recommendation of the study is the implementation of the proposed didactic strategy that integrates the podcast in the teaching-learning process of communicators.
The purpose of this research was focused on analyzing the perception of students and professors of communications at the National University of Trujillo on the use of podcasts in the learning-teaching process and proposing a didactic strategy that integrates podcasts in the educational process. The study was a mixed study with quantitative prevalence. A KAP questionnaire (knowledge, attitudes and practices) with a Likert scale was applied to a non- probabilistic sample of 206 students by convenience, in order to know their perceptions on the use of podcast in the classroom. In addition, an interview guide for key informants was designed for ten professors of Communication Sciences. The instrument was adapted with the KAP criteria to determine categories of analysis. The theoretical-philosophical framework was based on constructivist contributions, from its main exponents: Piaget, Vigotski and Maturana, mostly cited by Rosas and Balmaceda (2008) and, from the multimedia learning theory of Mayer (2005). It is concluded that students reflect a positive receptivity and outstanding valuation towards the use of the podcast as an educational resource. The professors show acceptance of this innovative tool because of its potential for meaningful learning. The main recommendation of the study is the implementation of the proposed didactic strategy that integrates the podcast in the teaching-learning process of communicators.
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Keywords
Podcast educativo, Estrategia didáctica, Percepción