Technological tools used in synchronous sessions and their effects on learning

Abstract

PROBLEMA: The use of technological tools in synchronous sessions has caused limitations because some teachers use tools that only allow information to be transmitted, a situation that generates an unequal interaction in which the student adopts a passive role.  OBJETIVE: Analize the effects generated by the use of technological tools during synchronous sessions in the learning process of students. MÉTODO:  The study was carried out under the post-positivist paradigm through quantitative research at an exploratory level, in which a survey was used that favored an approach to the current situation regarding the use of technological tools, the information that was collected it was statistically processed to verify the effects that these tools generate in the learning process. RESULTS: 99% of those surveyed indicated that these tools effectively influence this process by improving the communicative, cognitive and affective activity that is so necessary en this environment.  CONCLUSION: students and teachers agree that learning is favored by properly using each of the technological tools and according to the nature of the course, they affirm that these generate an unusual educational environment that draws attention, favors interest, as well as the active participation of the student with which a better understanding of the contents and a more committed participation of both actors is achieved.