Learning strategies mediated by technology: students’ perception

Abstract

Nowadays, the incorporation of technology in the educational field has transformed the scenario of the teaching-learning process, generating a change in the role of its actors, where it determines the vertices of the perfect triangulation between teachers, students, and content (Coll, 2011). Therefore, it is crucial to explore the virtual universe and implement technology-mediated learning strategies that promote the appropriation of knowledge and assess students' perceptions to contribute to new virtual teaching proposals. This research aims to explore the students' perceptions of the Regional Enrique Cabrera Barroso High School, BUAP, regarding the use of strategies applied in the Schoology platform to promote Biology learning. For this, a descriptive quantitative study was carried out in a focus group using a Likert-type scale questionnaire, obtaining the following results: the students demonstrated a high level of satisfaction with the virtual course evaluating virtual strategies as an ad hoc complement to achieve the learning objectives. They also stated that the assimilation and appropriation of knowledge depend on those technology-mediated strategies, contributing to a highly positive perception.