Entorno virtual de aprendizaje para mejorar la competencia digital de resolución de problemas con estudiantes de grado cuarto

Abstract

The degree work seeks to answer the following research question: What is the impact of a Virtual Learning Environment (VLE) aimed at improving problem-solving digital competence among fourth-grade students at Carlos Pizarro Leongómez IED? This research has the following general objective: "To establish the impact of a Virtual Learning Environment (VLE) on the improvement of problem-solving digital competence among fourth-grade students at Carlos Pizarro Leongómez." The theoretical foundation presents the themes of digital competencies in general and particularly that of problem solving, virtual learning environments, and problem-based learning. The design of the EVA is based on the phases of ABP recognized as problem identification, analysis, information search, solution generation, application, and evaluation. The development of the EVA is carried out through interactions that the student follows through sequential steps to obtain a general knowledge; however, each will have the particularity of making jumps to their own preferences and knowledge. The results are presented according to the emerging categories related to project-based learning linked to the development of the digital competence of problem-solving, such as: identification, exploration, generation, implementation, and evaluation. A qualitative methodology was employed, with an interpretive-comprehensive approach and the method being Educational Action Research. Instruments such as interviews, questionnaires, field diaries, photographic records, and direct observation were applied to evaluate the impact of the EVA on digital competence. The analysis methodology used in this study was based on data triangulation, which allowed for contrasting and validating the information coming from various instruments, such as initial diagnostics, the logs prepared by students, semi-structured interviews, final reflection questionnaires, the researcher’s field diaries, and focus group discussions. The conclusions stand out within the knowledge observed in the improvement of digital competencies development in fourth-grade students and their applications in managing the platforms taught through the use of the VLE and the resolution of the posed problems. The VLE positively influenced the development of digital competency in problem-solving, strengthening skills in critical analysis, digital autonomy, collaborative work, creativity, and reflective evaluation. The implementation of ABP (Project-Based Learning) allowed for contextualizing learning and connecting theory with practice in a meaningful way. It is recommended to optimize the instructional design of the VLE, expand its implementation to other grades, and promote asynchronous strategies that favor self-regulation. This study confirms that well-structured digital environments can transform pedagogical practices and reduce digital gaps in basic education.