Ana Remesal, University of Barcelona (Испания)
Rosa-M. Colomina, Barcelona (Испания)
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.
Ссылки
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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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Альтернативные метрики
Как процитировать
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