Trends and challenges in course virtualization: institutional pilot evaluation
Abstract
This paper brings together the main results and discussions derived from the evaluation of the institutional device called "Course virtualization pilot" developed at the Faculty of Social Sciences of the University of the Republic in 2022. The objective was to identify institutional conditions for the development of virtual and hybrid teaching proposals based on the evaluation of the pilot experience. Specific objectives were raised aimed at the assessment of this experience by students, teachers and officials. This is an analytical work for evaluation purposes, in which the process and results of 41 courses during the year 2022 were assessed. For this, a course observation guideline was used on the virtual platform (EVA), the student performance and a descriptive analysis of the global results of the subjects part of the pilot, the student experience, the teaching experience and that of the officials was carried out through surveys and interviews. It was observed that in 2022 there were improvements in student performance compared to 2021 and some decreases in terms of retention in courses and a decrease in enrollment in the Faculty. Various positive aspects were identified by those involved and aspects on which to deepen, especially the criteria for student inclusion in virtual modalities, the teaching working conditions and the procedures for implementation, going through a discussion of the offer academic and student trajectories.
References
Hodge, Ch. Moore, S. ET AL (2020), The difference between emergency remote teaching and online learning. Disponible en https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Marciniak, R. y Gairín Sallán, J. (2018). Dimensiones de evaluación de calidad de educación virtual: revisión de modelos referentes, en Revista Iberoamericana de Educación a Distancia
Moreira, A. y Adell, J. (2009). eLearning: Enseñar y aprender en espacios virtuales. En J. De Pablos (Coord): Tecnología Educativa. La formación del profesorado en la era de Internet. Aljibe, Málaga, pp. 391-424.
Orozco Torres, L. M. (2014). Estudio comparativo de los modelos de evaluación de la calidad del e-learning en el Sistema de Universidad Virtual de la Universidad de Guadalajara - México y propuesta complementaria. Universitat de Lleida
Pontoriero, F. (2021) E-learning en la educación superior argentina - Modelo de evaluación de calidad a partir del aporte de referentes clave Virtualidad, Educación y Ciencia
Porta, M y Casnati, A. (comp.) (2021) Enseñanza con tecnologías digitales. Udelar. Montevideo
UAE- FCS - UDELAR (2022 y otros) Datos de enseñanza. Indicadores producidos por la UAE en el marco del Sistema de Indicadores para el Seguimiento y la Evaluación del Plan de Estudios 2009.
La ficha técnica de cada indicador puede encontrarse en: https://www.colibri.udelar.edu.uy/jspui/handle/20.500.12008/32183
Los datos presentados se encuentran en https://cienciassociales.edu.uy/ensenanza/unidad-de-asesoramiento-y-evaluacion/datos-de-ensenanza/
Copyright (c) 2023 Mariángeles Caneiro, Romina Hortegano, Florencia Sanz, Jenny Segovia, Sofia Vanoli Imperiale
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright notice
Copyright allows the protection of original material, and curbs the use of others' work without permission. UNESCO IESALC adheres to Creative Commons licenses in the open access publication of ESS. Specifically, the texts published in this journal are subject to a Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) license: They may be copied, distributed and disseminated provided that the author, the journal (Revista Educación Superior y Sociedad) and the publishing institution are cited. Commercial use is not permitted. The full license can be found at https://creativecommons.org/licenses/by-nc/4.0/ ESS requires authors to accept the Copyright Notice as part of the submission process. Authors retain all rights.
Attribution - NonCommercial (CC BY-NC 4.0)
This journal does not charge authors for the submission or processing of articles. The authors of the contributions will receive acknowledgment of receipt that the work has reached the Editorial Team of the Journal.
.png){kind=small}
