Enseñanza remota de emergencia en el proceso de aprendizaje percibida por padres de educación especial
DOI:
https://doi.org/10.46363/searching.v4i1.1%20Palabras clave:
Educación a distancia, educación especial, proceso de aprendizajeResumen
El principal objetivo del presente estudio es determinar en qué medida la enseñanza remota de emergencia (ERE) influye en los procesos de aprendizaje según la percepción de los padres de familia del Centro Educativo Básico Especial Estatal Trujillo (CEBEET). La metodología es de tipo básica, correlacional explicativa, con diseño no experimental, de corte transeccional. Se contó con una población de 141 padres de familia del CEBEET y una muestra de 70, se utilizó la encuesta basada en el cuestionario. Los principales resultados indican que la enseñanza remota de emergencia se relaciona con alta significancia con los procesos de aprendizaje, con un coeficiente de correlación de Rho Spearman de r=0.719** y significancia p<0.01. De igual manera, se determinó la influencia de la enseñanza remota de emergencia en el proceso de aprendizaje y sus dimensiones r2 = 50.0%, r2 = 42.2%, r2 = 36.8%. Se concluye que existe un impacto de la enseñanza remota de emergencia en el proceso de aprendizaje de los escolares de educación básica especial desde la perspectiva de los padres, debido a que pudieron llevar el proceso educativo en confinamiento con limitaciones de herramientas tecnológicas, siendo el soporte familiar necesario en el proceso de aprendizaje en casa.
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