Enseñanza virtual y formación profesional en estudiantes de una Facultad de Educación peruana
Virtual teaching and professional training in students of a Peruvian Faculty of EducationContenido principal del artículo
El presente estudio analiza la relación entre la enseñanza virtual y la formación profesional en estudiantes de una Facultad de Educación de una universidad pública peruana. Mediante un enfoque cuantitativo, diseño no experimental de corte transversal y nivel correlacional, se aplicaron dos cuestionarios validados tipo escala de Likert a una muestra representativa de estudiantes. Los resultados evidencian una correlación positiva, alta y estadísticamente significativa entre las dimensiones técnica, comunicacional y didáctica de la enseñanza virtual con el desarrollo de competencias profesionales (Rho = 0.745, p < 0.001). La dimensión didáctica mostró la asociación más fuerte con la formación profesional (Rho = 0.782), seguida de la comunicacional (Rho = 0.689) y la técnica (Rho = 0.612). Se concluye que la calidad del entorno virtual impacta directamente en la preparación académica, destacando la necesidad de fortalecer las estrategias pedagógicas digitales y la infraestructura tecnológica en la educación superior peruana para garantizar una formación integral adaptada a las demandas contemporáneas.
This study analyzes the relationship between virtual teaching and professional training in students of a Faculty of Education at a Peruvian public university. Through a quantitative approach, non-experimental cross-sectional design, and correlational level, two validated Likert-scale questionnaires were applied to a representative sample of students. The results show a positive, high, and statistically significant correlation between the technical, communicational, and didactic dimensions of virtual teaching and the development of professional competencies (Rho = 0.745, p < 0.001). The didactic dimension showed the strongest association with professional training (Rho = 0.782), followed by the communicational (Rho = 0.689) and technical (Rho = 0.612) dimensions. It is concluded that the quality of the virtual environment directly impacts academic preparation, highlighting the need to strengthen digital pedagogical strategies and technological infrastructure in Peruvian higher education to ensure comprehensive training adapted to contemporary demands.
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