INTERACCIÓN EN CLASES SINCRÓNICAS: ASPECTOS DETRÁS DE LAS ELECCIONES DE ESTUDIANTES DE CONTABILIDAD
DOI:
https://doi.org/10.4270/ruc.2023103Palabras clave:
Interacción, Estudiantes, Enseñanza de Ciencias Contables, Clase síncrona, Enseñanza remota de emergenciaResumen
El estudio busca identificar los aspectos que influyen en la interacción de estudiantes de Contabilidad de una Institución de Educación Superior (IES) pública del Sur de Brasil en clases sincrónicas. Para que esto sea posible, se realizó una investigación utilizando variables cuantitativas recolectadas a través de la aplicación de un cuestionario en línea a 50 estudiantes. Los datos recolectados fueron analizados mediante el software SPSS, utilizando estadística descriptiva, coeficiente alfa de Cronbach, prueba de normalidad de Kolmogorov-Smirnov y correlación de Spearman. El estudio se centró en las formas de interacción alumno-contenido, alumno-profesor y alumno-alumno presentadas por Moore (1989). Los resultados mostraron que las estrategias de enseñanza adoptadas por el docente son el principal factor que promueve formas de interacción. Por otro lado, las responsabilidades personales de los estudiantes, como la familia, el trabajo y las tareas durante la clase sincrónica, son factores que dificultan las interacciones. El principal hallazgo del estudio refuerza la necesidad de que los docentes adopten métodos de enseñanza adecuados a la realidad de los estudiantes y que satisfagan sus necesidades, buscando utilizar diferentes herramientas tecnológicas que involucren al estudiante en el proceso de enseñanza-aprendizaje. El estudio contribuye a la identificación de aspectos que influyen en la interacción del alumno con el contenido, con el docente y con sus compañeros, además de demostrar la relevancia del docente en promover estas interacciones durante la clase sincrónica y la necesidad de realizar este tipo de clase más rentable e interesante para los estudiantes, involucrándolos en el proceso de enseñanza-aprendizaje y mejorando su desempeño, así como la calidad de la enseñanza de la Contabilidad.
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