Teacher training program using learning analytics to mitigate technophobia in the use of virtual learning environments
DOI:
https://doi.org/10.62452/keag1v59Keywords:
Learning analytics, teacher training, technophobiaAbstract
Technophobia is a phenomenon associated with the rise of the development of digital teaching resources, which permeate the teaching-educational process. The main objective of this research is to develop a teacher training program using learning analytics to mitigate technophobia in the use of virtual learning environments. The methodology used was qualitative, which seeks to transform educational reality. To do so, historical-logical and inductive-deductive theoretical methods were used, and from educational praxis, diagnosis, interviews, expert criteria and Chernoff's faces. The main results were the identification of the majority of teachers suffering from technophobia, the design of a training program adjusted to the ADDIE methodology, the selection through the competence coefficient of the selected experts, in addition, the validation and assessment of the experts based on the readjustment of the training program as a result of the research. It is concluded that a flexible, adjustable, contextualizable training program, where learning analytics has influenced its granting, contributes to the reduction of technophobia among teachers at the higher institute where the research was developed.
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