Edited by: Tecnológico Superior
Corporativo Edwards Deming
July - December Vol. 6 - 2 - 2022
https://revista-edwardsdeming.com/index.php/es
e-ISSN: 2576-0971
Received: September 11, 2021
Approved: April 04, 2022
Page 31-44
Virtual teaching strategy for online learning of the
subject Entrepreneurship and Management at the
baccalaureate level
Estrategia de enseñanza virtual para el aprendizaje en línea
de la asignatura Emprendimiento y Gestión en el
bachillerato
Carlos Andres Acosta Vergara
*
María Josefina Hurtado Mora
*
María Alejandra Saucedo James
*
ABSTRACT
The COVID-19 pandemic has caused a change in the
educational environment, it went from being face-to-face
to virtual, it is necessary to think about didactic strategies
for subjects that need a different treatment in their
development and explanation. The objective of this article
is to propose a virtual teaching strategy for the
strengthening of online learning of the subject
Entrepreneurship and Management in the baccalaureate.
The research conducted is hermeneutic in approach and
descriptive-explanatory in scope. The sample selected was
58 students of the third year of high school of the Unidad
Educativa Fiscal Durán, a probabilistic intentional sampling
by quotas was applied, which facilitated the interpretation
of results on the lack of use of virtual learning
environments and technological tools by students and
teachers. In addition, educators presented difficulties in
planning, development and evaluation for online classes. A
virtual teaching strategy was designed that generates
interaction and reflection in the teaching-learning process
from the virtual environment, which has the following
phases: virtual teaching-learning planning, virtual teaching-
learning communication and activity, and online evaluation
of assimilated learning.
* Ingeniero Comercial, Universidad Técnica de Babahoyo, Babahoyo, Ecuador,
cacostav@utb.edu.ec, ORCID: 0000-0001-7755-4923
* Ingeniera en Sistemas, Universidad Técnica de Babahoyo, Babahoyo, Ecuador,
mhurtadom@utb.edu.ec, ORCID: /0000-0003-1470-7587
* Ingeniera en Sistemas, Universidad Técnica de Babahoyo, Babahoyo, Ecuador,
msaucedoj@utb.edu.ec, ORCID: 0000-0001-9595-5552
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Keywords: Virtual Teaching Strategy, Computer-assisted instruction, Online learning,
Correspondence teaching, Baccalaureate.
RESUMEN
La pandemia de la COVID-19 ha provocado un cambio en el ámbito educativo, pasó de
ser presencial a virtual, es necesario pensar en estrategias didácticas para las asignaturas
que necesitan un tratamiento diferente en su desarrollo y explicación. El objetivo del
presente artículo es proponer una estrategia de enseñanza virtual para el fortalecimiento
del aprendizaje en línea de la asignatura Emprendimiento y Gestión en el bachillerato. La
investigación realizada es de enfoque hermenéutico y de alcance descriptiva-explicativa.
La muestra seleccionada es de 58 estudiantes de tercero de bachillerato de la Unidad
Educativa Fiscal Durán, se aplicó un muestreo probabilístico intencional por cuotas, que
facilitó la interpretación de resultados sobre la carencia del uso de entornos virtuales de
aprendizaje y herramientas tecnológicas por parte de estudiantes y docentes. Además,
los educadores presentaron dificultades en la planificación, desarrollo y evaluación para
las clases en línea. Se diseñó una estrategia de enseñanza virtual que genera interacción
y reflexión en el proceso de enseñanza-aprendizaje desde el ámbito virtual, que tiene las
siguientes fases: planificación virtual de enseñanza-aprendizaje, comunicación y actividad
virtual de enseñanza-aprendizaje, y evaluación online de los aprendizajes asimilados.
Palabras clave: Virtual Teaching Strategy, Computer-assisted instruction, Online
learning, Correspondence teaching, Baccalaureate.
INTRODUCTION
Global society, as well as education, are facing a process of change due to the influence
of COVID-19, the main transformations adopted were the mandatory replacement of
face-to-face attendance by online education. The virtual environment replaced the face-
to-face scenarios, the educational subject left aside physical contact, which was replaced
by the virtuality of networks and applications for online learning. All this undoubtedly
complicates the current pedagogical process, to the extent that teachers, students and
even families were not prepared for an abrupt change in the way of teaching and learning.
In this sense, the educational community has generated new environments or spaces for
pedagogical interaction between people, teachers have assumed the role of online
education, in short lapses have changed the teaching-learning systems and how they are
executed, which is positive for development, the use of digital tools can strengthen the
skills and abilities of learners, the diversity of online resources allows the exchange of
experiences with digital skills achieved.
The haste of the transition from the face-to-face to the virtual surprised the theoretical
systems of the Pedagogical Sciences, because, although a tendency towards the use of
Educational Technologies was appreciated, its application was not considered to be so
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urgent, nor in the current massiveness. The consequence of this is that there are few
levels of general theoretical support for virtual teaching and its general implementation,
and for pedagogues the theorization of online education is a problem to be studied.
In the particular case of teaching performance, the authors highlight the subject of
Entrepreneurship and Management, which has its own characteristics in its development
process with contents on the social economic system that guarantees production and
the conditions for good living. Achieving knowledge and skills in the subject of
Entrepreneurship and Management, in the current context, are limited from the virtual.
All of the above, the constant dialogue with experienced teachers in the area of
Entrepreneurship and Management, as well as an exhaustive review of the scientific
literature, allows us to pose a guiding question for the development of this scientific
article: How to develop virtual teaching and online learning of the subject of
Entrepreneurship and Management in the baccalaureate?
The use of virtual teaching strategies has a positive impact on the performance of
students, by promoting a participatory climate in classes, a better involvement with the
activities to be performed that generates greater motivation; therefore, a virtual teaching
strategy is proposed to strengthen online learning of the subject Entrepreneurship and
Management in the baccalaureate.
An exploration of theoretical sources, which have studied the research variables in the
different indexed databases (DOAJ, Latindex, Dialnet, Scielo, Redalyc and Google
Scholar) was carried out, providing scientific results, where a theoretical inquiry was
conducted through search chains with their respective translations into English and
Portuguese on the research topic.
From the search in the different databases, 9 research antecedents were selected, 6 of
them have a direct relationship with two descriptors and scope: (Vega and Balladares
2021; Yánez, 2020; Banda, 2020; Orrala, 2020; Lope et al., 2018, Sutadji et al., 2021).
After each of the studies on e-learning strategy in learning, the following topics can be
identified as studied:
• Didactic strategies and Moodle for teaching-learning in entrepreneurship and
management.
• Methodological strategy and technological tools to develop learning in
entrepreneurship and management.
• Influence of Tics strategies for student learning in the baccalaureate.
• Adaptation and assessment strategies for online learning in education.
• Entrepreneurship guide to optimize the quality of learning in Entrepreneurship
and Management.
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Once the main results on the variables and the field of study were analyzed, it was
possible to reach the conclusion that the didactic strategies that have been developed
for working with the subject Entrepreneurship and Management have been carried out
in the classroom, since this has not been conceived for virtual teaching, since it is of
great interest for the Pedagogical Sciences to look at it from the virtual environment.
In order to define the study variables, the theory of Valverde and Solís (2021), who
define the virtual teaching strategy as the procedures or resources used by the teacher
to promote meaningful learning, is considered among the most important authors. The
main task of the teacher is the continuous accompaniment of his students, towards the
fulfillment of the learning achievements, being the consequence of a good interaction
and communication between the teacher and the student (pp. 1117-1119).
Meanwhile, Fernandez and Arteaga (2020), define as a set of actions and operations that
allow to achieve the objective of the class; through resources, techniques, tasks and all
those procedures used by the teacher to create learning environments that facilitate the
interaction of resources and the learner, in order to achieve the assimilation of
information and the intention to acquire new knowledge in a meaningful way,
strengthening collaborative and reflective learning. (p. 94).
According to Alvarez et al. (2005), online learning is one of the new conceptions of
education that refers to the development of teaching-learning dynamics through
experiences in synchronous and asynchronous activities for the acquisition of knowledge
that strengthen autonomous and independent learning. (p. 19).
For its part Acosta et al. (2019) states that online learning should induce the student to
explore new queries through Google or You Tube, to improve the understanding of the
subject proposed in synchronous activities, so the student improves his understanding
of the subject, with critical analysis of the results addressed, achieving a structural and
radical change in the formative dynamics of learning. (p. 19).
The strategy is the set of processes and methods that make it possible to achieve a
particular objective, which implies, sequentially, its fulfillment towards obtaining the
desired results. Each method compiles and strengthens the expected final product, thus,
in order to obtain concrete and desirable results, it is necessary to plan the pertinent
strategies that adjust to the context of the outlined objective. The teacher strategically
plans the resources and activities as an appropriate strategy to achieve meaningful
learning in students (Camarena 2017, p. 20).
Therefore, online learning is considered as a strategy that the teacher uses to strengthen
autonomous and critical learning in each activity solved by the student, which is essential
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to use virtual environments that enable the environment according to the interaction
with interactive resources and the student body, as a resilient response to the constant
change in the way of learning in the context of virtuality.
MATERIALS AND METHODS
For the methodological procedure, the application of descriptive-explanatory research
was considered, with a purely hermeneutic cut, based on the epistemic needs of the
object of study of teaching and learning in the online modality, which needs to respond
to multiple unexplored categories from the current context, which has made it an
operating modality in an accelerated manner. From the above, it will be necessary to
explore the reality with scientific instruments that allow interpreting the relationship of
the teacher's strategic thinking for online teaching and learning (description), in order to
comprehensively understand it and arrive at conclusions of strategic thinking in the
subject Entrepreneurship and Management (explanation). It is the dialectic unity of these
two research modalities that will make it possible to achieve the proposed objectives.
The study population considered for the present research is made up of 340 students
corresponding to the 10 parallel students of the third year of High School, in the
Specialty of Science and Technician and 3 teachers of the subject of Entrepreneurship
and Management of the Unidad Educativa Fiscal Durán.
The sample selection for the research is intentional non-probabilistic by quotas, based
on the following elements: The main researcher and teacher of the subject works with
40 percent of the third year of high school, four out of 10, with whom they can interact
directly in their research intention. Taking into account the possibilities of accessing and
directing the pedagogical process, 40 percent of the students of four of the parallels, an
analysis population of 146 students, of which 58 are selected as a sample for the study,
were acted upon.
To comply with the criterion of intentional selection, quotas were assumed for each
parallel, based on selecting students proportionally according to their academic
achievement, demonstrated in the exams of the subject Entrepreneurship and
Management according to the following criteria:
• Top students in academic achievement by parallel according to group
composition.
• Last students scored in academic achievement by parallel according to group
constitution.
Taking into account the type of research assumed, the methods to be followed were
considered, from the full interaction of quantitative and qualitative. For the data
collection methods, the techniques of observation, interview and survey were used.
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The observation of virtual classes was carried out in the subject of Entrepreneurship and
Management, in order to obtain information that would allow a documentary analysis of
how the online teaching-learning process is carried out. The interview with teachers was
applied in order to gather information on strategies for the development of virtual
classes in the learning of students. Likewise, the questionnaire to students provided
information about their perception of a teaching strategy model applied in virtual classes.
In relation to the above, an observation guide was used to measure the virtual classes,
allowing the assessment of the dimensions of planning, communication and evaluation of
both teaching and learning. The interviews to teachers and the questionnaire applied to
students (https://n9.cl/wkplz) on strategic indicators, achieve the task of making the
improvement proposal feasible in the virtual teaching strategy in online learning,
specifically in the subject of Entrepreneurship and Management.
RESULTS
The data obtained in the questionnaire items are assumed as a logical presentation of
the research results, which are contrasted with the observation and interview data to
perform a triangulation of the information obtained in the three instruments applied.
Table 1. Knowledge about virtual learning environments (Teams, Moodle, Edmodo) for online
classroom development.
Frequency
Percentag
e
Totally agree
27,59
Agreed
39,66
Neutral
15,52
Disagree
15,52
Strongly disagree
1
1,72
Total
58
100,0
Over 67.25 percent of the students recognize virtual learning environments, with 32.76
percent expressing no knowledge in this regard. In the observation, the teacher uses
the platform regularly to share class material and activities to be carried out. Although
in their criteria they stated that they make use of the Teams platform, they present
difficulties in mastering the environment.
Table 2 . Use of digital tools and resources in the lesson plan to activate prior knowledge.
Frequency
Percentage
Totally agree
29,31
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Agreed
41,38
Neutral
17,24
Disagree
12,07
Total
58
100,00
It is deduced that 70.00 percent of the respondents activate their knowledge under the
use of digital tools and resources, while 29.31 percent indicate the opposite. Since, it
was perceived that the teacher works with very extensive presentations and textual
content, in addition, consecutively employs concepts not linked to the subject, it is
observed that the classes do not comply with the structure of the didactic components.
In addition, in the interview, teachers stated that they have difficulties in the development
of digital content and resources.
Table 3. Strategies employed in online class, for teacher-student and student-student
interaction .
Frequency
Percentage
Totally agree
25,86
Agreed
37,93
Neutral
18,97
Disagree
17,24
Total
58
100,00
It is evident that 63.79 percent consider the strategy effective, while 36.21 percent have
the opposite opinion. The observation showed that the most outstanding students are
those who participate continuously, due to their autonomy and not due to the fact that
there is interaction in the class. However, in the interview, the teachers revealed that
there is greater interaction in the class when technological strategies are used.
Table 4. Importance of reliable information search sites for the development of the contents
of the online class.
Frequency
Percentage
Totally agree
20,69
Agreed
44,83
Neutral
20,69
Disagree
13,79
Total
58
100,00
A trend of 65.52 percent stated that information should come from reliable search sites,
while 34.48 percent indicated the opposite. Consequently, it was observed that teachers
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use and share content from unreliable sources. Finally, in the interview, teachers argued
that they have limited knowledge in consulting reliable sources for the elaboration of
contents.
Table 5 . Application of methodologies with technological didactic tools to achieve classroom
learning .
Frequency
Percentage
Totally agree
32,76
Agreed
48,28
Neutral
10,34
Disagree
5
8,62
Total
58
100,0
The results indicate that 67.25 percent of the teachers apply didactic tools in the
development of the class, with the use of innovative methodologies, while 32.76 percent
do not use them, however, it was noted that students have difficulty in identifying
technological tools, even though the teacher works progressively with this strategy.
However, in the interview, the teacher argues that they make use of certain
technological tools, even though they have little familiarity with virtual resources.
Table 6. Use of synchronous communication tools (Video calls, Audio conferences) to achieve
classroom learning.
Frequency
Percentage
Totally agree
31,03
Agreed
37,03
Neutral
20,69
Disagree
10,34
Total
58
100,00
68.06 percent state that they achieve learning with the use of these communication
tools. On the other hand, 31.94 percent consider that there are deficiencies in the
application of technological tools. During the classroom observation, it was observed
that the teacher makes use of tools, with a limited benefit as a pedagogical support
resource. In the interview, the teacher stated that he uses synchronous communication
tools with a certain degree of difficulty.
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Table 7 . Use of asynchronous communication tools (Discussion Forums, Blog, Email, Wiki)
for online learning.
Frequency
Percentage
Totally agree
12,10
Agreed
44,80
Neutral
20,70
Disagree
22,40
Total
58
100,0
About 56.90 percent reveal that these tools contribute to their learning, while 43.10
percent state the opposite. Similarly, it was observed that teachers occasionally interact
with the tools presented, on the other hand, in the interview they mention that they
have difficulties in the use of all the properties provided by these tools.
Table 8. Group learning activities, expository and discussion, for the interactivity of the online
class.
Frequency
Percentage
Totally agree
18,97
Agreed
39,66
Neutral
20,69
Disagree
20,69
Total
58
100,00
As for 58.63 percent of the students, they indicate that interactivity is created through
dynamic activities, while 41.37 percent believe the opposite. It was observed that the
teacher carries out group work, but there is no total participation of the group, where
the students with very good and excellent averages stand out. However, in the interview,
the teachers stated that they apply different strategies to maintain attention, letting them
know that they are evaluated through intervention in presentations and discussions;
however, intrinsic motivation is not achieved.
Table 9. Virtual teaching strategy for online learning and their level of satisfaction in the
process of teaching Entrepreneurship and Management through the online class.
Frequency
Percentage
Totally agree
31,03
Agreed
44,82
Neutral
12,07
Disagree
10,35
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Strongly disagree
1
1,72
Total
58
100,00
More than 75.85 percent of the students consider that the strategy satisfies the teaching
process and 24.15 percent indicate the opposite. Meanwhile, in the interview the
teachers stated that the strategy reaches the level of satisfaction to teach the subject of
Entrepreneurship and Management.
Table 10. Virtual teaching strategy to contribute to the online learning of the Entrepreneurship
and Management subject and its feasibility of application in the institution.
Frequency
Percentage
Totally agree
29,31
Agreed
49,99
Neutral
12,07
Disagree
5
8,62
Total
58
100,00
79.30 percent believe that the application of virtual teaching strategies is feasible, while
20.70 percent believe the opposite. Therefore, the teachers interviewed stated that it is
possible to apply the strategy in the subject of Entrepreneurship and Management, thus
achieving that the student has the ability to learn and the mastery to solve problems, as
part of their intellectual development and potentiation of their skills.
DISCUSSION
The starting point is to consider that, based on the dimensions of the virtual teaching
strategy, the strategic thinking for teaching from virtuality is structured in three central
processes; planning of the virtual activity, execution of the pedagogical method, through
communication and virtual activity, and finally, the online evaluation of the learning
assimilated in the subject Entrepreneurship and Management.
The phase of virtual teaching-learning planning will aim to train teachers in their
shortcomings, in terms of online class planning, where actions related to a virtual learning
environment training, a planning workshop under the online modality and finally an
instruction on search engines to the content of the class will be developed. All the above
as cognitive needs determined in the research instruments applied.
Regarding the knowledge of virtual learning environments (Teams, Moodle, Edmodo) for
the development of the online class, the need for an online training is appreciated, in
which three moments will be taken into consideration. First, all the necessary
information about the topics, times and methodologies to be developed in the training
will be provided. Second, it will consist of presenting communication activities for both
parties to carry out by acting in forums and debates. And finally, there will be an
evaluation with activities that include the use of educational platforms in order to assess
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the level of competencies acquired in the training, where it is intended to achieve better
learning in teachers and students. In this sense, the training of virtual learning
environments is a methodological necessity for the development of online classes.
The need for an online workshop on lesson planning for this teaching modality is also
appreciated, for the group of teachers who have difficulties to interrelate the contents
with digital tools and resources for the development of their lesson plan. The workshop
will address topics such as: micro curricular planning, class organization, the didactic
process: the moment of the class, tips of techniques and resources for the online class,
technological tools as means of interaction and evaluation methods. This workshop will
create a space for pedagogical reflection on the important aspects to consider when
planning a virtual class, from an organizational point of view and emphasizing how to
work a synchronous session and how to plan asynchronous activities, analyzing the
moments of the class that should be applied in a learning session.
In addition, this phase will consider an induction to teachers on the use of search engines
to collect information on valid content, in order to determine different research
strategies and selection of reliable content, the same that will be shared with students
and that this will be truly significant for their professional growth.
The communication and virtual teaching-learning activity phase will have as its main
objective: to develop the Entrepreneurship and Management class from a participatory
approach and with online learning stimulation. Asynchronous and synchronous activities
will be addressed, learning objects such as presentations and web tools will be generated,
a repository of asynchronous tools will be created and finally theoretical research on
motivation to the content of the subject will be carried out.
Regarding the application of methodologies with didactic-technological tools to achieve
learning in the classroom, it is necessary for teachers to conceive more asynchronous
activities than synchronous ones, because the former remain as tools for virtual learning
and thus generate a balance in their use, considering that communication between
teachers and students under this modality is very important, since there are no face-to-
face meetings between both parties. Therefore, the teaching activities must have a
consciously structured character and a singular didactic intention for the
Entrepreneurship and Management course.
On the other hand, the importance of synchronous communication is revealed, which
does not disdain to generate learning objects in a recorded way or digital media for
presentations and even video web tools such as YouTube or Vimeo. Where
communication and learning are the protagonists, thus increasing the participation and
interaction of students. They can also be spaces for dialogues where students can make
use of the comment box to write doubts, criticisms or suggestions and the teacher has
the option to respond. This allows communication between both parties to enrich
learning and help solve doubts and problems.
In addition, it is necessary to create a repository of asynchronous tools so that the
teacher can upload activities, where the student has the opportunity to organize their
time and even have access to download the content, this will help the student to return
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to a lesson or activity and review if they have doubts, in the same way they will have
more time to reflect on the content they are learning, which means that it is likely to
understand the subject in depth.
Finally, at this stage in reference to group learning activities, expository and discussion,
for the interactivity of the online class, a low motivation and lack of interest on the part
of the student is perceived, in which it is suggested to conduct an investigation of student
motivations in the content of the subject Entrepreneurship and Management, where it
is important to analyze the basic elements of motivation, on which the whole
development of the motivational process of the classes in its online character is
conformed.
The objective of phase of online evaluation of assimilated learning is to determine the
level of satisfaction of students with the teaching strategy, through the construction,
application and evaluation of the evaluation instrument.
The evaluation instrument will be constructed in order to determine the conditions that
make the implementation of the proposed strategy feasible or limit it. This process
generates at least 4 internal processes that define it: First, to identify the purpose of the
evaluation. Second, to know the criteria and indicators. Third, to choose the evaluation
technique, which in this case would be by means of observation, and finally to evaluate
the results. The evaluation will try to answer if the strategy meets the conditions for its
feasibility.
The application of the evaluation instrument will be carried out through online
demonstration classes in which the didactic process that was carried out in phases one
and two will be applied, where the following will be analyzed: the beginning, development
and closing of a class, in which the interactivity of the teacher-student in the teaching-
learning process and its implications in the same will be appreciated, in addition, the
processes involved will be considered, whose purpose is to demonstrate the possible
implementation of the strategy offered.
For the assessment, it should be considered that the actions designed are feasible in
practice; in addition, that they involve teachers and students, in order to achieve the
desired results in the evaluation applied to the virtual teaching strategy.
For its part, lesson planning is the activity performed by the teacher to develop the
content or topic of the class. In addition to being an indispensable element to control
the classroom work, it must be flexible, that if necessary, adaptations are made according
to the needs and conditions of the group (Reyes, 2016, p. 89) linked to communication,
because it is the means of sharing information, using different types of activities in order
to carry out the teaching-learning process. And finally every process must be evaluated
with the objective of obtaining information of the students' performance, in relation to
the planning and communication methods used.
By way of systematizing the discussion, inferences should be made on the integrating
quality generated by the direct interaction of the proposed strategic phases, where the
processual nature of online education from the subject Entrepreneurship and
Management is revealed, based on the improvement of strategic thinking for its
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conception, development and perspective improvement in the phases offered in this
article.
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