关键词

自治式学习,形成性评估,自动回馈,高等教育,在线问卷,混合学习,创新,学生观点

摘要

技术工具已经渗透到高等教育的课程里来了,但是,仅仅是目前这样的介绍并不能保证教学质量。本文展示了一个创新项目的结果,项目着眼于培养学前的和小学级的师资的学习自治。一个学期内,所有大一学生都使用嵌入在在线教学平台Moodle里的学习自治系统,这包括了自动化的形成性反馈。这个系统是复杂的形成性评估计划的一部分。我们介绍了经验性结果的有关两个方面:学生对系统的实际使用情况,以及他们对其最终评估。定性描述式分析聚焦于学生们的观点,以评价教学决策的充分性。结果显示,如果我们追求创新的质量,学生则需要某种限制才能较好管理他们的学习。这些限制主要指使用系统的时间和尝试实践的限度。就时间来说,必须选定一个合适长度的时间(不能太长,也不能太短);对于尝试次数而言,作出限制比提倡对系统的免费、无限使用更加适宜。

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技术信息

收到: 30-09-2016

修订: 25-11-2016

公认: 05-12-2016

OnlineFirst: 15-02-2017

发布日期: 01-04-2017

文章修改时间: 56 天 | 期刊编号的平均时间修订 51: 52 天

文章接受时间: 66 天 | 期刊编号的平均接受时间 51: 121 天

预印本编辑时间: 138 天 | 期刊编号的平均编辑时间预印 51: 193 天

文章编辑时间: 183 天 | 期刊编号的平均编辑时间 51: 238 天

度量

这篇文章的度量

浏览次数: 30575

对摘要的解读: 24987

PDF下载: 5588

的全部指标 51

浏览次数: 412503

对摘要的解读: 320992

PDF下载: 91511

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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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