Estrategias de motivación en la enseñanza remota durante la pandemia covid-19 en los estudiantes de administración del departamento de Apurímac

• Autor: Huamán Cuya, Alfredo
• Formato: artículo
• Fecha de Publicación: 2021
• Institución: Universidad Nacional de Huancavelica
• Repositorio: UNH-Revistas
• Lenguaje: español
• OAI Identifier: oai:revistas.unh.edu.pe:article/230
• Enlace del recurso: https://revistas.unh.edu.pe/index.php/llimpi/article/view/230
• Nivel de acceso: acceso abierto
• Materia: Estrategias de motivación; enseñanza remota; aprendizaje; herramientas digitales; conectividad; Motivational strategies; remote teaching; learning; digital tools; connectivity

The threat of Covid-19 put various agents such as the state, companies and individuals in a bind. In addition, in the education sector, it highlighted the existing gaps related to technological infrastructure and connectivity. However, given the situation, higher education institutions were forced to implement remote teaching with the resources they had to continue the education and learning of students. To create a commitment and interest towards a particular subject taught through synchronous and asynchronous meetings, it is essential to practice motivation strategies before, during and after classes. This academic paper was directed with the purpose of determining the association between motivation strategies and learning in remote teaching in Administration students. the description of the problematic situation is carried out following the criteria of the deductive method. Methodologically, it was developed under the correlational scope, cross-sectional non-experimental design. The sample was formed through non-probabilistic convenience sampling, thus obtaining the participation of 75 students. Confirmation of the statistical assumption was corroborated through nonparametric analysis and Pearson's Chi-square statistic supplemented with Somers' d. It was obtained that the motivation strategies, before, during and after the class, positively contributed to the learning of the students in remote teaching. However, more than 40% of the students indicated that the remedial teaching was slightly and moderately effective for effective learning.