Proposal of a Model for the Development of University Teacher Training Through Virtual Courses

The virtual laboratory learning environment on metaverse, or VLLE on metaverse, is a kind of learning media in the virtual world, which can be accessed through a virtual laboratory in the form of metaverse. To enter VLLE on metaverse, users must simulate themselves in the form of 3D avatar, and then they are able to perform any tasks and interact with any objects or surrounding environments therein, which are all virtual images. The study question of this research focuses on the steps and methods related to the development of media for use in VLLE on metaverse and on what design features are satisfactory and would be well accepted by participants. In this study, the researchers have applied concepts and new teaching innovations that correspond to the current situations and can support the learning formats that can be done anywhere and anytime. This practice is believed to promote self-directed learning experiences and other skills while allowing students to evaluate their activities on their own as well. The research results are in line with the researchers’ expectations: it was found that VLLE on metaverse can be used as a public interaction tool through mobile applications for the university population and the general public outside. This is because new technologies have been developed and employed in the media and the existing technologies in such a way that an environment close to the real learning conditions can be produced, which can create a learning society without borders.

Section: Results After Using Vlle On Metaversesupporting

confidence: 92%

Virtual Laboratory Learning Environment: VLLE on Metaverse for University in Thailand

Chatwattana,

Saisong,

Rojanapasnichwong

et al. 2023

“…Individual tutoring is carried out by the tutoring area according to personal demand, and it is the teachers, in their role as tutors, who offer students elements to cover their academic orientation needs. As a result of the pandemic, appropriate strategies had to be applied [26]. After carrying out the hybrid learning in times of pandemic, tutoring will partially return to face-to-face.…”

Section: Discussionmentioning

confidence: 99%

Hybrid Learning in Times of Pandemic Covid-19: An Experience in a Lima University

Corzo-Zavaleta¹,

Yon-Alva

Icho-Yacupoma

et al. 2023

Hybrid learning became more important in the context of the Covid-19 pandemic. In this sense, the University of Sciences and Humanities implemented adequate strategies to guarantee the continuity of the teaching and learning process. At the beginning, the virtual modality was chosen in its entirety and then moved to a hybrid modality; however, teachers were not trained; students had problems of connectivity and access to technological resources, which led more than 35% of them to abandon their studies. Therefore, the purpose of the study is to know the students' perception of the hybrid modality, through a questionnaire applied to 142 students of the 2021-1 cycle of the Faculty of Accounting, Economic and Financial Sciences, Faculty of Health Sciences, Faculty of Humanities and Social Sciences, Faculty of Engineering Sciences, considering 19 questions integrated in 4 dimensions: teaching strategy, didactic resources, evaluation system and tutoring; all this in order to evaluate the strategies of the hybrid model proposed by the university. The results obtained in the dimensions show the highest score in the evaluation dimension with an average of 4.51, specifically in the planning of the syllabus; however, the lowest average is found in the tutoring dimension with an average of 3.22, which corresponds to the participation in psycho-pedagogical workshops to improve academic performance. It is concluded that the teaching strategy in the hybrid modality has been satisfactorily approved by the students, thanks to the periodic training of teachers. However, tutoring should be strengthened through academic counseling, so that the beneficiaries of this research are the students, teachers and parents; and, therefore, the Peruvian educational system.

“…In addition, the emphasis in the context was primarily on the university's licensing rather than the accreditation of the individual programs. In addition, there are areas to improvement concerning the research skills of engineering students, particularly in writing and the effective utilization of technological tools [5] [6]. As a result, there has been a low production of theses and a limited number of graduates in the engineering programs.…”

Section: Introductionmentioning

confidence: 99%

Innovative Proposed Model between Formative Research and Accreditation of Engineering Programs

Andrade-Arenas,

Llulluy-Nuñez,

Vílchez-Sandoval

et al. 2023

Peruvian universities by the university law 30220 are required to have their research center to obtain their licensing and optionally obtain accreditation for educational quality. The research study aims to propose an innovative model that relates the informative research of the students of the Systems Engineering and Computer and Electronics Engineering program with the accreditation. The soft systems methodology and the Maltese cross, based on the systemic approach, were used for the development of the study. The study is qualitative in approach; the interview technique was used with 15 stakeholders, using Atlas Ti22 for its analysis. The result obtained was based on the evaluation by experts, considering criteria such as clarity, coherence, relevance and consistency of the proposed model of the relationship between formative research and accreditation; obtaining an average value of 92.5%. In this way, it is considered approved since it must be higher than 75%. It was concluded that the proposed model is coherent since it articulates the investigative courses from the first semester to the last semester and relates in an articulated way with the elements of accreditation. The contribution of the research is to the university educational sector that can adapt the proposed innovative model according to the educational model of their university.