Diseño y aplicación de un entorno virtual de aprendizaje b-learning para el aprendizaje significativo de la multiplicación en niños de grado tercero

Abstract

This work is of descriptive depth, with a transversal scope of quali-quantitative character, its purpose is technological and a critical paradigm; it defines meaningful learning as the dependent variable and EVA B-learning as the independent variable. Its purpose is to encourage meaningful learning of multiplication by promoting metacognitive strategies of planning, regulation and evaluation in third grade children of the Bosanova school, B headquarters, morning session, specifically the 30 students of grade 302 between the ages of 8 and 10 years old, through the implementation of a B-learning Virtual Learning Environment that integrates the work in the tangible classroom and the intangible virtual modality framed in a constructivist methodology. The theoretical foundations are framed in the approaches of the following authors: Ausubel (1963) theory of meaningful learning, Brown (1987) importance of metacognitive strategies in the teaching-learning processes, Flavell (1976) pioneer in the study of cognitive processes and metacognition, Murray Turoff (1980) virtual learning environments and Bartolomé (2004) B-learning as an educational model. This B-learning VLE was implemented for 5 weeks, with 3 weekly sessions of 2 hours, one of which was developed in the classroom and the other in a computer room where each child had his or her computer with Internet access. The Virtual Learning Environment was designed in the CANVA PRO online platform, which included 9 activities already elaborated from the online platforms Wordwall, Educaplay and Khan Academy for each of the 3 levels, games to learn the tables from the Liveworksheets platform and the concept reinforcement videos were collected from YouTube. In addition, each of the levels had a session called "register your progress", where clicking on it opened a table elaborated in a Google spreadsheet with the list of the 30 students; in it there was a box for each activity where the child had to register the score obtained upon completing one by one the activities of each level so that the sum, the progress bar and the observation with respect to the performance obtained would automatically appear. The instruments used to collect qualitative information were: Analytical Performance Rubric and Field Diary and for the quantitative part: Likert-type satisfaction survey and the TELI test.