Seguimiento del trabajo no presencial: retroalimentación y optimización
[EN] Within the context of UPV’s project for improving the learning process through innovation, the TASCA group has developed and applied different strategies to assess student’s out-of-class work. This work has allowed us to collect feedback from proposed out-of-class activities, like whether the d...
| Autores: | , , , , , , , |
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2015 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/99198 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/99198 |
| Access Level: | acceso abierto |
| Palabra clave: | Educación superior Enseñanza superior Tecnologías y educación Innovación educativa LENGUAJES Y SISTEMAS INFORMATICOS HISTORIA DEL ARTE PROYECTOS ARQUITECTONICOS TEORIA DE LA SEÑAL Y COMUNICACIONES |
| Sumario: | [EN] Within the context of UPV’s project for improving the learning process through innovation, the TASCA group has developed and applied different strategies to assess student’s out-of-class work. This work has allowed us to collect feedback from proposed out-of-class activities, like whether the deadlines for assignments have been under or overestimated, or students’ opinion, to improve thos activities. We have test the usefulness of these strategies in nine different degrees. In general, there is a great variability in the time students devote to a given task and, in some cases, no positive correlation is observed between that time and the obtained results. Hence, by performing this kind of evaluation early in the course it is possible to detect those students that obtained poor marks despite investing a long time in the taks and, provide them meaningful and effective feedback. On the other hand, we monitored the quantity of out-of-class assigments during a year, for a given degree, and we observed that there are different periods of time with a very high concentration of activities. This, obviously, should be avoided. Finally we study how students are perceiving the proposed out-of-class activities and extract information for improving those task and stimulating students’ motivation and paticipation. In this work we present these results and their analysis. |
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