Virtual educational spaces and autonomous learning of postgraduate students of the Faculty of Education of the Universidad Nacional Mayor de San Marcos.

Abstract

The purpose of the research was to identify the relationship between virtual educational spaces and autonomous learning in 90 graduate students from the UNMSM School of Education. The study was descriptive correlational and responded to a quantitative approach. The results show that virtual educational spaces are directly related to autonomous learning; as well as, there is a moderate relationship with the construction of knowledge. Finally, a direct relationship was evidenced between these scenarios and the permanence and transfer of knowledge. It is concluded that the correct management and implementation of these spaces is relevant in order to contribute to the construction of the autonomy of the apprentices.