Percepción de la convivencia escolar de los estudiantes que llevan clases virtuales, en docentes de primaria de un colegio de Lima Metropolitana
Fecha
2025
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Universidad Antonio Ruiz de Montoya
Resumen
La presente investigación cualitativa tiene como propósito analizar las percepciones que los docentes de primaria tienen de los estudiantes que llevan clases virtuales. La metodología que se utilizó fue un diseño fenomenológico. La muestra estuvo conformada por ocho docentes de primaria. La técnica que se empleo fue la entrevista. Los resultados mostraron que la mayoría de los entrevistados reconoce que la convivencia con los padres ha aumentado en las clases virtuales, ya que participan más activamente que en las clases presenciales. Asimismo, gran parte de los entrevistados coincidieron en que los estudiantes en las clases virtuales socializan más con el docente que con sus compañeros, porque la enseñanza es más directa y los estudiantes dependen más del docente. Del mismo modo, los docentes han notado menos conflictos entre los estudiantes debido a la menor interacción entre ellos. Además, los docentes entrevistados comentan que las normas de convivencia se cumplen mejor en las clases virtuales porque tienen más control y hay menos interacción entre los estudiantes.
The present qualitative research aims to analyze the perceptions that primary school teachers have of students who attend virtual classes. The methodology used was a phenomenological design. The sample consisted of eight primary school teachers. The technique employed was the interview. The results showed that the majority of the interviewees recognize that interaction with parents has increased in virtual classes, as they participate more actively than in face-to-face classes. Also, a large part of the interviewees agreed that students in virtual classes socialize more with the teacher than with their peers because teaching is more direct and students rely more on the teacher. Similarly, teachers have noticed fewer conflicts among students due to less interaction between them. Moreover, the interviewed teachers commented that rules of coexistence are better followed in virtual classes because they have more control and there is less interaction among students.
The present qualitative research aims to analyze the perceptions that primary school teachers have of students who attend virtual classes. The methodology used was a phenomenological design. The sample consisted of eight primary school teachers. The technique employed was the interview. The results showed that the majority of the interviewees recognize that interaction with parents has increased in virtual classes, as they participate more actively than in face-to-face classes. Also, a large part of the interviewees agreed that students in virtual classes socialize more with the teacher than with their peers because teaching is more direct and students rely more on the teacher. Similarly, teachers have noticed fewer conflicts among students due to less interaction between them. Moreover, the interviewed teachers commented that rules of coexistence are better followed in virtual classes because they have more control and there is less interaction among students.
Descripción
Palabras clave
Convivencia escolar, Educación a distancia, Docentes, Educación básica primaria, Psicología
Citación
Ruas, L. (2025). Percepción de la convivencia escolar de los estudiantes que llevan clases virtuales, en docentes de primaria de un colegio de Lima Metropolitana [Tesis de pregrado, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. http://hdl.handle.net/20.500.12833/2741