La percepción de los estudiantes de la Extremadura española ante la evaluación en Educación Superior en tiempos de pandemia
Covid-19 pandemic has implied the need to change significantly and quickly the modalities of university teaching, moving, in the case of the University of Extremadura, from face-to-face to non-face-to-face teaching in the first phase of the pandemic, and to another semi-face-to-face teaching in the...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade de São Paulo (USP) |
| Repositorio: | Educação e Pesquisa |
| Idioma: | español |
| OAI Identifier: | oai:revistas.usp.br:article/206044 |
| Acceso en línea: | https://www.revistas.usp.br/ep/article/view/206044 |
| Access Level: | acceso abierto |
| Palabra clave: | Higher education Online teaching Blended teaching Evaluation Learning outcomes Educación superior Enseñanza online Enseñanza semipresencial Evaluación Resultados de aprendizaje |
| Sumario: | Covid-19 pandemic has implied the need to change significantly and quickly the modalities of university teaching, moving, in the case of the University of Extremadura, from face-to-face to non-face-to-face teaching in the first phase of the pandemic, and to another semi-face-to-face teaching in the present. Therefore, the main objective of this work is to determine the students’ assessment of the virtual and blended modalities, as opposed to traditional face-to-face teaching, in terms of learning outcomes and evaluation, during the 2019/2020 and 2020/2021 academic years. Variables such as sex, course and the itinerary enrolled have been taken into account. The results obtained confirm the satisfaction of the students surveyed with the evaluation, as well as with the qualifications, observing an increase in those of the highest rank (B and A) achieved by the students, which are quite superior to those from the past courses. In addition, this satisfaction is greater in fourth-year students rather than in third-year ones. However, there are not significant differences based on the gender nor on the itinerary variables. |
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