Ключевые слова

Autonomous learning, formative evaluation, automatic feedback, higher education, online questionnaires, blended learning, innovation, students’ perspective

Резюме

Technological tools have permeated higher education programs. However, their mere introduction does not guarantee instructional quality. This article presents the results of an innovation project aimed at fostering autonomous learning among students at a Pre-School and Primary Teacher Grade. For one semester all freshmen students used a system for autonomous learning embedded in the institutional online platform (Moodle), which included automatic formative feedback. The system was part of a complex formative assessment program. We present results of the experience concerning two aspects: the students’ actual use of the system, and their final appraisal of it. The quantitative descriptive analysis focuses on the students’ perspective to evaluate the adequacy of the instructional decisions. Results indicate that students need certain limits to be able to manage their learning better if we pursue the quality of innovation. These limits refer mainly to the time of accessibility and the limitation of attempts of practice. With respect to time, an appropriate span of time (neither too long nor too short) must be chosen; with respect to the number of attempts, it is expedient to limit rather than promote free endless access.

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Техническая спецификация

Получила: 30-09-2016

пересмотренный: 25-11-2016

Принятый: 05-12-2016

OnlineFirst: 15-02-2017

Дата публикации: 01-04-2017

Время пересмотра статьи: 56 дней | Среднее время пересмотра вопроса 51: 52 дней

Время принятия статьи: 66 дней | Время приема Номер 51: 121 дней

Время редактирования препринта: 138 дней | Выпуск препринта среднего времени редактирования 51: 193 дней

Время редактирования статьи: 183 дней | Среднее время редактирования журнала 51: 238 дней

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Remesal, A., Colomina, R., Mauri, T., & Rochera, M. (2017). Online questionnaires use with automatic feedback for e-innovation in university students. [Uso de cuestionarios online con feedback automático para la e-innovación en el alumnado universitario]. Comunicar, 51, 51-60. https://doi.org/10.3916/C51-2017-05

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