Unit 2: Task 2 - Quantitative Research by Ruben Lugo https://padlet.com/rubextreme72/g5qa8wjbv7fi Collaborative work 551031_12 en-us 2018-10-12 14:21:03 UTC 2026-02-03 15:02:32 UTC hello@padlet.com rubextreme72 https://padlet.com/rubextreme72/g5qa8wjbv7fi/wish/292217452 Ruben Dario Alvarez Lugo:

Course: Qualitative and Quantitative Research

Tutor: Julio Cesar Tulande

Date: September 20.2018

Theoretical Perspective

The theory That I will use is the constructivism. It was developed by Jean Piaget and Lev Vygotsky and it was used to study the interaction between humans and experiences in order to build knowledge. This is the theory that indicates that individuals seek to understand the world and to the experiences build according to their knowledge, the interaction with others and the world makes it possible to create concepts, ideas, and perspectives. Knowledge is the mental construction that arises from the experiences, According to Piaget the result is the assimilation process conflict and balance accommodation, subject and object between besides there is a dynamic interaction. In the classroom, the constructivist view of learning can point towards a number of different teaching practices. In the most overall sense, it usually encourages students to use means active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and build on them then. As applied to my topic, this theory holds that I would expect my independent variable (s) using communicative tasks to influence or explain the dependent variable (s) encourages the construction of knowledge and language skills in a real and meaningful communication form for educating because tasks ( as opposed to the exercises that focus specifically on the decontextualized practice of formal aspects) aim to actively involve students in meaningful communication, are relevant ( here and now, in the academic learning context), they pose a difficulty, but, in turn, feasible ( manipulating the task when necessary) and have identifiable results. Communicative tasks require students to understand, negotiate and express meanings in order to achieve a communicative goal.  

]]> 2018-10-12 15:22:00 UTC https://padlet.com/rubextreme72/g5qa8wjbv7fi/wish/292217452 Name: Marelyn Julliet Almeida CavanzoCourse: Qualitative and Quantitative ResearchTutor: Julio Cesar Tulande RengifoDate: October 8th, 2018Theoretical Perspective The theory that I will use is meaningful learning. It was developed by David Paul Ausubel, and it was used to study psychological aspects of the structure of knowledge. This theory indicates that the acquisition, assimilation and retention of the content that the school offers the student, allows to achieve the meaning for the same, through the construction of their own learning. As applied to my topic, this theory holds that I would expect my independent variable: Didactic Intervention (cognitive learning vs. meaningful learning) interaction between teacher, student and educational materials to influence or explain the dependent variable of knowledge and skills in English as a foreign language because articulates the mental language itself and the content, so that in this way it is assigned meaning. In order for meaningful learning to occur, the following characteristics must be considered:• Potentially significant attitude and disposition of learning by the student.• Articulation of a significant curriculum. Which should have:- Logical meaning, with the cognitive structure of the learner in a non-arbitrary and substantive way;-Ideas suitable that allows the interaction with the new material. References: Creswell, J. (2014). Quantitative Theory Use. In Research design: qualitative, quantitative, and mixed methods approaches page 13.Mª Luz Rodríguez Palmero. Concept Maps: Theory, Methodology, Technology Proc. of the First Int. Conference on Concept Mapping Pamplona, Spain 2004. rubextreme72 https://padlet.com/rubextreme72/g5qa8wjbv7fi/wish/292220932 2018-10-12 15:28:29 UTC https://padlet.com/rubextreme72/g5qa8wjbv7fi/wish/292220932 Name: Angie Jailen SantamaríaCourse: Qualitative and Quantitative ResearchTutor: Julio Cesar Tulande RengifoDate: 16/10/2018Theoretical Perspective The theory that I will use is Connectivism: It was developed by George Siemens, and Stephen Downes, and it was used to study knowledge learning shared in digital age. This theory indicates that in essence, Connectivism is a configuration of experiential knowledge which prioritizes both actions and experiences knowing that the idea of knowledge is proportional, besides it is about explaining complex learning in a hurriedly evolving digital social world. Downes (2006) has explained an epistemological framework for distributed knowledge, which provides us a powerful philosophical support for the connectivist learning frame. Downes (2007) identifies “the core proposition shared between Connectivism and constructivism” as if knowledge ‘not being attained, as it was a thing.’ Besides, Kerr highlight the importance of connectivism’s not losing “the lessons of constructivism and the need for each learner to construct his or her own mental models in an individualistic way” and by the other hand Siemens insinuates that when a student is betrothed in creating and recreating their own learning channels, understanding arises through applying meta-cognition to the evaluation of “which elements in the network serve useful purposes and which elements need to be eliminated.” As applied to my topic, this theory holds that I would expect my independent variable(s) as race, culture, religion, age and gender to influence or explain the dependent variable(s) of information and the number of members of each learning focus because according to Tumino (2016) “learning under the connectivist approach occurs through a process in which information is generated and interconnected with each other within a learning community”, because the way in which global network is influencing people in communities that are currently being formed through emerging technologies, it is encouraging people of all ages, to develop new, and different forms of communication and know to acquire knowledge how formal education, without need to go to an educational establishment. rubextreme72 https://padlet.com/rubextreme72/g5qa8wjbv7fi/wish/292221704 2018-10-12 15:30:03 UTC https://padlet.com/rubextreme72/g5qa8wjbv7fi/wish/292221704 Name: Rosa Cristancho HernándezCourse: Qualitative and Quantitative ResearchTutor: Julio César Tulande Date: 6 october, 2018 Theoretical PerspectiveThe theory that I will use is Social Learning theory. It was developed by Bandura, and it was used to study learning processes in the interaction of the learner and the social environment. Social learning theory accepts the application of reinforcements such as shaping principles, it tends to see the role of rewards as both conveying information about the optimal response and providing incentive motivation for a given act because of the anticipated reward. This theory indicates that how a group of social and personal competencies (so called personality) could evolve out of social conditions within which the learning occurs. As applied to my topic, this theory holds that I would expect my independent variable(s) use of ICTs to influence or explain the dependent variable(s) development Communicative English Skills because they will determinate the impact of use ICTs to develop speaking, writing, reading and listening skills in virtual environments. The theory of social learning helps us to understand the role of social interaction between students and peers and the teacher which will facilitate the learning of English. Learning occurs according to Bandura in four phases: attention, retention, reproduction and the last one motivation. rubextreme72 https://padlet.com/rubextreme72/g5qa8wjbv7fi/wish/292222216 2018-10-12 15:31:08 UTC https://padlet.com/rubextreme72/g5qa8wjbv7fi/wish/292222216 Arelys Arrieta Chacon:Course: Qualitative and Quantitative ResearchTutor: Julio Cesar TulandeDate: 09 October 2018Theoretical PerspectiveThe theory that I will use is cognitive: The Theory of Social Learning is often described as a "bridge" between traditional learning theory (behaviorism) and the cognitive approach. Bandura, unlike Skinner, always gave a key importance to mental (cognitive) factors in learning, defining "apprentices" as active subjects when processing information and assessing the relationship between their behavior and possible consequences."People who have low self-confidence think that their achievements are due to external factors, rather than their own skills or abilities"Albert Bandura introduced the theory of social learning, taking a qualitative leap to speak to us for the first time about this interaction between the mind of the learner and his environment.Some people still see the teaching or the acquisition of a certain skill as the result of the classic behavioral approach, something based on imitations, conditioning and positive or negative reinforcements that settle or correct a concept or behavior.However, nothing is so intricate, complex and fascinating as the mind of an apprentice, the brain of a child or the disposition of an adult to generate a behavior or acquire a particular learning. Because none of us is a simple empty box to fill based on external pressures and constraints. People observe, imitate, develop in a particular social environment and in turn have certain mental states that encourage or hinder learning. rubextreme72 https://padlet.com/rubextreme72/g5qa8wjbv7fi/wish/292222511 2018-10-12 15:31:45 UTC https://padlet.com/rubextreme72/g5qa8wjbv7fi/wish/292222511 rubextreme72 https://padlet.com/rubextreme72/g5qa8wjbv7fi/wish/292229100 2018-10-12 15:45:03 UTC https://padlet.com/rubextreme72/g5qa8wjbv7fi/wish/292229100