Methodological strategy of the use of virtual classrooms in the teaching-learning process in the school of educational psychology of the National University of Chimborazo

Abstract

The present research deals with the implementation of the methodological strategy for the use of virtual classrooms in the teaching-learning process at the School of Educational Psychology of the National University of Chimborazo, based on the four components of the Ecuadorian academic regime, The study population consists of teachers and students of the career of Educational Psychology in the second half of 2015, a quasi-experimental study was carried out with post-test only, two control groups were formed, one working exclusively in the classroom and another Experimental that I worked in with the support of virtual classrooms in the five subjects, a general hypothesis was proposed and four specific that were verified with the t test of student for independent samples, being determined that the experimental group that worked with the support of virtual classrooms improved Their qualifications in activities assisted by the teacher, autonomous activities, practical activities and more in collaborative learning activities, so it is recommended to use virtual classrooms as a resource to support the development of the teaching- Learning in the School of Educational Psychology.