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Percorrer por autor "Larrea, Carolina"

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  • Design of Virtual Educational Activities to Strengthen Laterality in Early Childhood
    Publication . Chango, Katherin; Pillajo, Ana; Mejía, Rebeca; Larrea, Carolina; Santos, Filipe
    The current investigation analyzed the effectiveness of the use of virtual educational activities through technological tools to verify the incidence in the strengthening of laterality in children from 4 to 6 years of initial education, having as indicators spatial notions, eye-hand coordination, auditory and visual discrimination, and balance. A new strategy has been implemented within the educational field through the design of an online course on the Moodle Academy platform comprising 4 units and 19 activities in synchronous and asynchronous classes, with a sample of n = 54 children in a population of 80 participants from different provinces of the country (and also a foreign child). The research design is exploratory and descriptive, and descriptive statistics was used to analyze the data on the basis of a pre-test (Harris Test) and a post-test (observation in synchronous classes). We observed that in the age range of 4–5 years 33 children had right laterality, 3 had left laterality and 11 had crossed laterality; in the age range of 5–6 years, we observed that 23 had right laterality, 2 had left laterality and 2 had crossed laterality. We conclude that the children still hadn’t defined their laterality due to the fact that the studied age ranges are within the “fixation pase” and “spatial orientation pase” respectively. It should be stressed that the ages where lateralities are defined are 8–11 years, in the “maturation pase”.
    2022-02-10Capítulo de livro Acesso restrito Ver mais
  • Informal learning in social networks during the COVID-19 pandemic: an empirical analysis
    Publication . Ocaña, Mauro; Mejía, Rebeca; Larrea, Carolina; Analuisa Maiguashca, Jessica Carolina; Freire, Carla
    The use of the Internet and social networks have increased dramatically during the COVID quarantine mainly because several activities were moved online. In education, numerous stakeholders stayed at home and their academic plans were modified and adapted to an entire virtual environment. This was the case of a live event (Science Café) whose purpose was to disseminate knowledge through Facebook and YouTube. Thus, this study aimed at verifying if there was knowledge construction in social networks through user interactions by using 1,083 comments posted by the audience. Comments were coded according to validated frameworks for language taxonomy and collaborative knowledge construction. Results show that the predominant interaction is that in which viewers pose questions to speakers. Our analyses also revealed that attendees hardly reached the highest levels of knowledge construction through unguided interaction. Often, user interactions went beyond emotional expressions towards evaluation and therefore, could reach a higher level of knowledge construction. This study shows that social networks may offer informal spaces for deliberation and collaborative interaction with the potential to support learning if guided properly. This research aims to contribute empirical evidence to the growing body of literature that online interactions in informal environments may provide productive learning.
    2021Artigo científico Acesso restrito Ver mais
  • Massive-On-line Open Courses: Preferencias de aprendizaje de los usuarios
    Publication . Freire, Carla; Larrea, Carolina; D. Alves; H. G. Pinto; I. S. Dias; M. O. Abreu; R. G. Muñoz
    2018Documento de conferência Acesso aberto Ver mais