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Developing high school students’ reading comprehension and self-directed learning strategies through the use of digital learning objects

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dc.contributor.advisorCarreño, Lauraspa
dc.contributor.authorMuñoz Melo, Adriana HelenaFemenino
dc.contributor.authorGuayacán Velasco, Luz AdrianaFemenino
dc.date.accessioned2019-10-18T15:45:35Z
dc.date.available2019-10-18T15:45:35Z
dc.date.issued2018
dc.description127 p.spa
dc.description.abstractEste proyecto es un informe de investigación que se preguntó por el nivel de comprensión de lectura de los estudiantes de décimo y undécimo grado de un colegio público de secundaria. Antes de eso se aplicaron un análisis de necesidades y un KET (Key English Test) como prueba de diagnóstico. Los objetivos de e sta investigación fueron evaluar cómo los estudiantes reconocen la información explícita en un texto para contestar preguntas con la respuesta adecuada a través del uso de objetos de aprendizaje digitales en un entorno combinado y determinar si el uso de estos DLO contribuyó a mejorar la comprensión lectora de los alumnos y la adquisición de nuevo vocabulario. El proyecto se aplicó en un colegio público de Bogotá a estudiantes de décimo y undécimo grado, debido a la baja comprensión lectora encontrada despu és de aplicarles una prueba KET y un análisis de necesidades. Esta investigación-acción utilizó metodología basada en tareas en un entorno de aprendizaje combinado donde se crearon trece lecciones basadas en objetos de aprendizaje digital en una plataforma MOODLE. Estas lecciones ayudaron a los estudiantes a mejorar sus estrategias de comprensión de lectura y aumentar el vocabulario. Un análisis de métodos mixtos permitió a los investigadores determinar que ambos objetivos se cumplieron efectivamente mientras que los estudiantes mejoraron su proceso de aprendizaje autodirigido.spa
dc.description.abstractenglishThis project is a research report, which inquired about the reading comprehension level of tenth and eleventh graders from a public high school. Before that, a needs analysis and a KET (Key English Test) as a diagnostic test were applied. The objectives of this research were to assess how students recognize explicit information in a text to answer questions with the appropriate response through the use of digital learning objects in a blended environment; and to determine if the use of these DLO contributed to improve students’ reading comprehension and the acquisition of new vocabulary. The project was applied in a public school in Bogotá to students of tenth and eleventh grade, due to the low reading comprehension found after applying them a KET test and a needs analysis. This action research used task based methodology in a blended learning environment where thirteen lessons were created based on digital learning objects in a MOODLE platform. These lessons helped students to improve their reading comprehension strategies and to increase their vocabulary. A mixed method analysis allowed researchers to determine that both objectives were effectively met while students enhanced their self-directed learning process.spa
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagister en didáctica del inglés para el aprendizaje autodirigidospa
dc.description.educationareaHumanidades, lengua castellana e idiomas extranjerosspa
dc.description.educationaudienceEstudiantesspa
dc.description.educationcommunityAulaspa
dc.description.educationcommunityNivelspa
dc.description.educationcommunityInstituciónspa
dc.description.educationcommunityFamiliaspa
dc.description.educationlevelMedia (10 y 11)spa
dc.description.educationresearchMixtospa
dc.description.educationsubjectDidácticaspa
dc.description.educationsubjectProcesos de aprendizajespa
dc.description.educationsubjectRecursos educativos físicos o virtualesspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositoriosed.educacionbogota.edu.co/handle/001/2736
dc.language.isoengspa
dc.publisherUniversidad de La Sabanaspa
dc.publisher.programMaestría en Didáctica del Inglés para el Aprendizaje Autodirigidospa
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dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadasspa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.sourcehttp://hdl.handle.net/10818/34113spa
dc.subject.keywordsReading comprehension strategiesspa
dc.subject.keywordsDigital learning objectsspa
dc.subject.keywordsBlended learningspa
dc.subject.keywordsEducación secundariaspa
dc.subject.lembComprensión de lectura
dc.subject.lembInnovaciones tecnológicas
dc.subject.lembInnovaciones educativas
dc.subject.lembAprendizaje
dc.subject.lembMoodle (Programa para computadora)
dc.subject.proposalEstrategias de comprensión lectoraspa
dc.subject.proposalObjetos de aprendizaje digitalspa
dc.subject.proposalAprendizaje semipresencialspa
dc.titleDeveloping high school students’ reading comprehension and self-directed learning strategies through the use of digital learning objectsspa
dc.typeTrabajo de grado - Maestríaspa
dc.type.dcmi-type-vocabularyTextspa
dc.type.driverinfo:eu-repo/semantics/masterThesisspa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
dspace.entity.typePublication
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