Abstract
The present study is directed towards the identification of the types of strategies for the development of social competences in virtual environments of administration students at Colombian universities. The sample is taken from a group of 25 teachers, who teach in the business administration program of a private university located in the city of Barranquilla, Colombia. A questionnaire consisting of a total of 15 items applied to this sample, which was validated by experts and its reliability was determined by means of the Cronbach's Alpha coefficient, yielding a value of 0.84. Thus, the results show the indicators of the dimension Types of strategies for the development of social competence, which in turn are organized into indicators as follows: Pre-instructional Strategies, Co-instructional Strategies and Post-instructional Strategies. Each of these indicators obtained a respective weighting of 2.89, 3.35 and 2.40. In relation to the teaching strategies for the development of social competence, which constitute the object of study of the research presented, low frequencies were obtained for this variable in its two dimensions, which reveals that the teachers in the sample exhibit low levels of application of these strategies in the classroom. This situation highlights the need to train students in this type of competencies, given their impact on the achievement of school success.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Lay, N., Ramírez, J., Parra, M.: Desarrollo de conductas ciudadanas en estudiantes del octavo grado de una institución educativa de Barranquilla. In: Memorias del I congreso internacional en educación e innovación en educación superior. Caracas, Venezuela (2019)
Niebles, W., Martínez-Bustos, P., Niebles-Núñez, L.: Competencias matemáticas como factor de éxito en la prueba pro en universidades de Barranquilla, Colombia. Educación y Humanismo 22(38) (2020)
Díaz, E., Reyes, R.: Flipped Classroom para el desarrollo de competencias digitales en educación media. Edutec. Revista Electrónica De Tecnología Educativa 79, 182–198 (2022)
Romera, E.M., Luque-González, R., García-Fernández, C., Ortega-Ruiz, R.: Competencia social y bullying: el papel de la edad y el sexo. Educación XX1 25(1), 309–333 (2022)
Olivar, A.J., Daza, A.: Las tecnologías de la información y comunicación (TIC) y su impacto en la educación del siglo XXI. Revista negotium 7, 21–46 (2022)
Mendoza-Ocasal, D., Navarro, E., Ramírez, J., García-Tirado, J.: Subjective well-being and its correlation with happiness at work and quality of work life: an organizational vision. Polish J. Manag. Stud. 26(1), 202–216 (2022)
Orellana-Daube, D.F.: El efecto global de la actual revolución tecnológica 4ª revolución industrial y la industria 4.0 en acción. Revista GEON (Gestión, Organizaciones y Negocios) 7(2), 1–24 (2020)
Hernández-Sánchez, I., Romero-Caballero, S., Acuña-Rodríguez, M., Rocha-Herrera, G., Acuña-Rodríguez, J., Ramírez, J.: Traditional face-to-face educational modality vs. remote face-to-face: its impact on academic performance in the context of the Covid 19 pandemic. In: Meiselwitz, G., et al. (eds.) HCI International 2022 - Late Breaking Papers. Interaction in New Media, Learning and Games. HCII 2022. Lecture Notes in Computer Science, vol. 13517, pp. 266–275. Springer, Cham (2022). https://doi.org/10.1007/978-3-031-22131-6_20
Marín, F., Meroño, M., Peña-Acuña, B.: Experiencias de trabajo cooperativo en la educación superior: Percepciones sobre su contribución al desarrollo de la competencia social. Vivat Academia 1(147), 87–108 (2019)
Torres, M.P. Ponce, F.C.: Análisis del rol del docente universitario a partir de una crisis sanitaria: el proceso de una resignificación de lo presencial a lo virtual. Revista electrónica interuniversitaria de formación del profesorado 24(2) (2021)
Álvarez, G.: Orientación Profesional. CEDECs, Barcelona (1995)
Garay-Núñez, J.R.: Representaciones sociales de las competencias docentes en entornos virtuales de aprendizaje en tiempos de pandemia. Dilemas contemporáneos: educación, política y valores 8(2) (2021)
Moreno, N.: Estrategias Didácticas Preinstruccionales para Promover Aprendizajes Significativos. SINOPSIS EDUCATIVA. Revista venezolana de investigación 12(1), 44–49 (2017)
González-Pérez, L., Ramírez-Montoya, M.: Components of Education 4.0 in 21st century skills frameworks: systematic review. Sustainability 14(3), 1493 (2022)
Herrera, H., Barrera, A., Ramírez, J., Ballestas, M., Ballestas, I., Duran, S.E.: Educational quality in virtuality during the Covid 19 pandemic in Colombia. In: Meiselwitz, G., et al. (eds.) International Conference on Human-Computer Interactio, pp. 276–285. Springer, Cham (2022). https://doi.org/10.1007/978-3-031-22131-6_21
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Navarro, E., Díaz, E., Otalora, E., Mena, A., Robles, D., Paba, S. (2024). Identification of the Types of Strategies for the Development of Social Competencies in Virtual Environments of Management Students in Colombian Universities. In: Stephanidis, C., Antona, M., Ntoa, S., Salvendy, G. (eds) HCI International 2023 – Late Breaking Posters. HCII 2023. Communications in Computer and Information Science, vol 1957. Springer, Cham. https://doi.org/10.1007/978-3-031-49212-9_37
Download citation
DOI: https://doi.org/10.1007/978-3-031-49212-9_37
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-49211-2
Online ISBN: 978-3-031-49212-9
eBook Packages: Computer ScienceComputer Science (R0)