Entornos virtuales de aprendizaje y habilidades de lectoescritura

Abstract

Today the use of virtual learning platforms, the use of educational technology and ICT in general, have become vital in education and even more so due to the current pandemic of AIDS-19. In many countries worldwide, this pandemic forced to change the educational model of their educational institutions, such is the case of Ecuador, a country in which both its government and the institutions of secondary and higher education were forced to change their way of teaching, moving from a face-to-face modality to an online one. For this reason, educational institutions found it imperative to use the well-known virtual teaching and learning environments (VLEE). An EVEA is defined, in short, as a computer software that works online, to carry out educational processes similar to those carried out in person in schools, colleges, universities, etc. Among the challenges involved in implementing a Virtual Learning Environment, there is the great opportunity to bring together students and teachers in classrooms or virtual spaces for teaching and learning, without risk or exposure of them to possible contagions, similarly, there are opportunities to shorten distances, being able to carry out the educational process in a ubiquitous way, adapting to the needs of those involved. Therefore, the current research aims to determine the impact of the use of a Virtual Learning Environment for the strengthening of literacy skills in Language and Literature in the eighth year of General Basic Education at the Luis Amando Ugarte Lemus School. The research approach is quantitative and qualitative, as it seeks to implement the environment and improve the literacy skills of students addressed in the institution. On the other hand, for the collection of information, surveys and interviews were conducted with the 31 students of the eighth level of General Basic Education, in collaboration and active help of the tutor teacher of the subject Language and Literature; in consideration, an EVEA was implemented and later implemented in the Moodle platform, hosted in a dedicated hosting, which guarantees the availability and large space to host the wide variety of multimedia material used and didactic material to be used, and generated during the academic period to be worked on in the environment. Finally, it is very important to point out that surveys were applied not only to the students involved, but also to parents (representatives) and teachers of the institution, obtaining very satisfactory results, both with the EVEA interface, as well as with the activities, materials and resources used in the environment, The objectives set out in the initial stage of the research were met to a great extent, being able to affirm that the implementation of virtual learning environments becomes a great alternative solution for e-Learning (online teaching and learning), and complex educational problems that as innovative students and future teachers we are called upon to solve.