scholarly journals La evaluacion docente en Anatomía Humana en enseñanzas remotas de emergencia

2021 ◽  
Vol 2 (3) ◽  
Author(s):  
Alberto García Barrios ◽  
Ana Isabel Cisneros Gimeno ◽  
Itziar Lamiquiz Moneo ◽  
Jaime Whyte Orozco
Keyword(s):  
Student Satisfaction ◽  
Evaluation Method ◽  
New Technologies ◽  
Digital Tools ◽  
Online Assessment ◽  
Global Evaluation ◽  
Face To Face ◽  
Online Evaluation ◽  
Nuevas Tecnologías ◽  
Evaluación Docente

El objetivo planteado en este estudio fue doble, evaluar la satisfacción del alumnado a realizar evaluación online, y las diferencias en esta según se realizase en casa o en el aula. El diseño y metodología se planteó mediante encuestas de satisfacción del tipo de evaluación y un análisis estadístico para valorar las diferencias en los resultados de esta según lugar de realización. La valoración del alumnado no muestra unanimidad (53%) en considerar la evaluación online como un buen método de evaluación, aunque el 67% y el 90% (según curso y asignatura) usaría herramientas digitales para evaluar presencialmente. La reducción del tiempo y la conexión, son los principales inconvenientes valorados. Los resultados de la evaluación global no muestran cambios según sea presencial o a distancia. Por lo tanto, consideramos que la utilización de nuevas tecnologías para evaluar ha sido bien aceptada por los alumnos y por el profesorado, y no se observan resultados dispares realizándose presencial o a distancia. The objective of the study was twofold: to evaluate student satisfaction with the online assessment, and the differences in this assessment according to whether it was carried out at home or in the classroom. The design and methodology were based on satisfaction surveys of the type of evaluation and a statistical analysis to assess the differences in the results according to the place where the evaluation was carried out. The students' evaluation does not show unanimity (53%) in considering online evaluation as a good evaluation method, although 67% and 90% (depending on the course and subject) would use digital tools to evaluate face-to-face. The reduction of time and connection are the main disadvantages valued. The results of the global evaluation do not show changes depending on whether it is face-to-face or distance. Therefore, we consider that the use of new technologies for evaluation has been well accepted by students and teachers, and no different results are observed for face-to-face or distance learning.

scholarly journals Online teaching in COVID-19 times. Student satisfaction and analysis of their academic performance

2021 ◽  
Author(s):  
Beatriz Jiménez-Parra ◽  
Daniel Alonso-Martínez ◽  
Laura Cabeza-García ◽  
Nuria González-Álvarez
Keyword(s):  
Academic Performance ◽  
Student Satisfaction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Evaluation Method ◽  
Teaching Method ◽  
Teaching Methodologies ◽  
Face To Face ◽  
University Teachers ◽  
Online Evaluation

Online teaching has grown exponentially as a result of COVID-19. Universities and teaching institutions the world over have had to adapt their curricula to this new teaching and learning model. The main goal of this study is to analyse various teaching methodologies used on a sample of university students to analyse their effectiveness in terms of satisfaction, competencies and academic performance. The results suggest that methodologies that include greater student-teacher interaction or the use of videoconferencing for classes and problem-solving help to raise student satisfaction. Students also positively assess online teaching as it allows them to acquire new competencies and even to identify business opportunities. The online evaluation method used also seems to have been appropriate, as it led students to obtain better grades than in face-to-face teaching contexts. The study offers several implications for university teachers of Social Sciences who wish to adopt this type of teaching method.

scholarly journals Acontecimientos anónimos, un proyecto artístico sobre sobre la pantalla contemporánea

AusArt ◽  
2016 ◽  
Vol 4 (1) ◽  
pp. 53-64
Author(s):  
María Zárraga Llorens
Keyword(s):  
New Technologies ◽  
Electronic Devices ◽  
Digital Tools ◽  
Contemporary Society ◽  
Main Character ◽  
Urban Context ◽  
Palabras Clave ◽  
Nuevas Tecnologías ◽  
Artistic Work

Reflexionar y teorizar sobre la realidad a través de un proyecto artístico que utiliza la fotografía, el fotomontaje, el tratamiento digital. Este es el objetivo de este texto, interpretar ciertos aspectos de las nuevas tecnologías a partir de la observación del entorno urbano. En concreto, destacamos el papel relevante, casi hegemónico de las pantallas de nuestros dispositivos y como observamos que influyen en nuestra actitud. En la actualidad estos elementos, las pantallas, se hacen imprescindibles en nuestra sociedad contemporánea y se convierten en extensiones de nuestro cerebro, que nos permiten permanecer constantemente comunicados e informados. A lo largo del texto relacionamos conceptos con el pensamiento de algunos teóricos de las nuevas tecnologías. A estas reflexiones se acompaña la descripción y las imágenes que ilustran el proceso de trabajo de nuestro propio proyecto artístico, en el que se ve a la pantalla protagonista como símbolo de nuestro tiempo. Palabras-clave: PANTALLA; FOTOGRAFÍA ESCENIFICADA; ACTITUD; HEGEMONÍA; NUEVAS TECNOLOGÍAS Anonymous affairs, an artistic project about the contemporary screen AbstractThinking over and considering about reality through an artistic project. Using photography, photomontage and digital tools. The aim of this text is to understand certain aspects from the new technologies, watching the urban context. Specifically we highlight the hegemonic and outstanding role of the screens, the electronic devices and the way these gadgets affect our everyday behavior. Nowadays, these elements, the screens, have become essentials in our contemporary society and they spread our brain, allowing us to keep constantly informed and communicated. All along the text, we relate concepts with the thought of certain experts of the new technologies. These considerations go along with the description and pictures from our own artistic work where the screen as main character became the symbol of our time. Keywords: SCREEN; STAGED PHOTOGRAPHY; ATTITUD; HEGEMONY; NEW TECHNOLOGIES

scholarly journals Las TIC, educación rural y currículum / ICT, Rural Education and Curriculum

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Enrique Guerrero Cárdenas
Keyword(s):  
Role Models ◽  
New Technologies ◽  
Teaching Methodology ◽  
Design Strategies ◽  
Design And Optimization ◽  
Face To Face ◽  
Course Of Action ◽  
Training Materials ◽  
Nuevas Tecnologías ◽  
Information And Communication

ABSTRACTThe development of new technologies allowed incorporating tools that facilitate the teacher teaching process. Competitiveness and versatility of these applications to be integrated into the teaching methodology is precisely that ensures their utility and promotes the advance accelerated in the field of education. Teaching both primary, secondary and University based in training materials, teaching action and evaluation, must take advantage of the technologies of information and communication to develop an effective process and quality that meets a growing student population. The object is to design strategies, techniques and methods for the use, handling and application of ICT to provide an effective tool in teaching performance and incorporate different role models that conform to the requirements of the teacher on the distribution and use of ICTs as support for the design and optimization of the development of the session of face-to-face classes in subjects using the computer as an instructional tool. ICT, must be in traditional teaching still using memory proceedings and dominated once comes to its implementation; While on the teaching of ICT, the transition is easier, since there will be an environment specifically, where the student plans, runs real action, controls, checks and make mistakes; set out anew and alongside this direct experimentation, the computer will provide in due time, of the symbolic and/or graphic development of all and each of the actions undertaken. It is thanks to this course of action that makes a transition between action and instruction.RESUMENEl desarrollo de nuevas tecnologías permitió la incorporación de herramientas que facilitan al docente el proceso de enseñanza. Precisamente la competitividad y versatilidad de estas aplicaciones para ser integradas a la metodología de enseñanza es la que asegura su utilidad y promueve el avance acelerado en el campo educativo. En la docencia tanto universitaria como secundaria y primaria sustentada en los materiales didácticos, la acción docente y la evaluación, se debe aprovechar las ventajas de las tecnologías de información y comunicación para desarrollar un proceso efectivo y de calidad que permita atender a una población creciente de estudiantes. El objeto es diseñar estrategias, técnicas y métodos didácticos para el uso, manejo y aplicación de las TIC que proporcionen una herramienta eficaz en el desempeño docente e incorpore diferentes modelos de acción que se ajusten a los requerimientos del docente, en lo referente a la distribución y uso de TIC, que sirva de soporte para el diseño y optimización del desarrollo de las sesiones de clases presenciales en asignaturas que utilicen el computador como herramienta instruccional. Las TIC deben radicar en que en la enseñanza tradicional se siguen utilizando procedimientos memorísticos y una vez dominados, se procede a su aplicación; mientras que a través de la didáctica de las TIC la transición es más sencilla, puesto que existirá un medio ambiente concreto, en donde el alumno planifica, ejecuta acciones reales, las controla, verifica y comete errores, recomienza y paralelamente a esta experimentación directa, la computadora proveerá en su debido momento del desarrollo simbólico y/o gráfico de todas y cada una de las acciones realizadas. Es gracias a esta forma de proceder, que se hace una transición entre la acción y la instrucción.

scholarly journals E-Assessment in E-Learning Degrees: Comparison vs. Face-to-Face Assessment through Perceived Stress and Academic Performance in a Longitudinal Study

2021 ◽  
Vol 11 (16) ◽  
pp. 7664
Author(s):  
Roberto Sánchez-Cabrero ◽  
Javier Casado-Pérez ◽  
Amaya Arigita-García ◽  
Elena Zubiaurre-Ibáñez ◽  
David Gil-Pareja ◽  
...  
Keyword(s):  
Perceived Stress ◽  
Classroom Assessment ◽  
Online Assessment ◽  
Validity And Reliability ◽  
Self Assessment ◽  
Face To Face ◽  
Online Evaluation ◽  
The World ◽  
E Learning ◽  
Continued Use

The COVID-19 pandemic has become both a challenge and an opportunity to implement certain changes in the world of education. One of the most important differences has been online evaluation, which had, until now, been marginal in most prestigious universities. This study compared the academic achievement of the last cohort that performed classroom assessment and the first group that was graded for an official degree using synchronous online evaluation. Other variables measured were the self-assessment of students in this second group, in order to understand how it affected their perception of the process using three different indicators: stress, difficulty, and fairness. Nine hundred and nineteen students participated in the study. The results indicate that online assessment resulted in grades that were 10% higher while enjoying the same degree of validity and reliability. In addition, stress and difficulty levels were also in line with the on-site experience, as was the perception that the results were fair. The results allow us to conclude that online evaluation, when proctored, provides the same guarantees as desktop exams, with the added bonus of certain advantages which strongly support their continued use, especially in degrees with many students who may come from many different locations.

An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Philip Ice ◽  
Angela M. Gibson ◽  
Wally Boston ◽  
Dave Becher
Keyword(s):  
Instructional Design ◽  
Student Retention ◽  
Student Satisfaction ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Public University ◽  
Cognitive Presence ◽  
Cognitive Integration ◽  
Face To Face ◽  
Rapid Pace

Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study examines course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-à-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction.

scholarly journals Value of Telemonitoring and Telemedicine in Heart Failure Management

2017 ◽  
Vol 3 (2) ◽  
pp. 1 ◽  
Author(s):  
Gian Franco Gensini ◽  
Camilla Alderighi ◽  
Raffaele Rasoini ◽  
Marco Mazzanti ◽  
Giancarlo Casolo ◽  
...  
Keyword(s):  
Heart Failure ◽  
Remote Monitoring ◽  
Intervention Programs ◽  
Digital Tools ◽  
Heart Failure Management ◽  
Multidisciplinary Intervention ◽  
Face To Face ◽  
Non Invasive ◽  
Patient Interaction ◽  
Developing Area

The use of telemonitoring and telemedicine is a relatively new but quickly developing area in medicine. As new digital tools and applications are being created and used to manage medical conditions such as heart failure, many implications require close consideration and further study, including the effectiveness and safety of these telemonitoring tools in diagnosing, treating and managing heart failure compared to traditional face-to-face doctor–patient interaction. When compared to multidisciplinary intervention programs which are frequently hindered by economic, geographic and bureaucratic barriers, non-invasive remote monitoring could be a solution to support and promote the care of patients over time. Therefore it is crucial to identify the most relevant biological parameters to monitor, which heart failure sub-populations may gain real benefits from telehealth interventions and in which specific healthcare subsets these interventions should be implemented in order to maximise value.

Digital tools to promote remote lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Joanna C. Weaver ◽  
Gabriel Matney ◽  
Allison M. Goedde ◽  
Jeremy R. Nadler ◽  
Nancy Patterson
Keyword(s):  
Teacher Education ◽  
Lesson Study ◽  
Online Courses ◽  
Digital Tools ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Isolation ◽  
Content Type ◽  
Face To Face ◽  
Using Data

PurposeThe authors propose that a digital instructional delivery format of lesson study (LS) may have the potential to amplify particular aspects of traditional, face-to-face LS.Design/methodology/approachThis is a qualitative case study, using data triangulation, member checking and an inductive approach to open-coding utilizing grounded theory to identify codes and themes.FindingsDigital tools promoted LS and learning, allowing for rigorous collaboration, synchronous observations, data collection and feedback, leading to deeper understanding.Research limitations/implicationsDigital tools used in the online LS process changed how instructional planning can be researched, analyzed and written collaboratively and impacted the fluidity of a lesson, the ease of observation and reflection, student engagement and the researchers' and students' ability to share ideas in real time.Practical implicationsLS can be integrated into online teacher education programs to engage students in online learning and promotes engagement, peer interaction and student voice. The use of these digital tools is not restricted just to remote instructional contexts.Social implicationsLS reduces teacher isolation, builds a collaborative community of teachers and increases instructional motivation. Educators across schools, universities or districts can integrate online LS into remote teacher education programs and online courses.Originality/valueThis study is original work that has not been published elsewhere.

MOBILE APPLICATION REMOVES SOCIETAL BARRIERS TO P4 MEDICINE

2017 ◽  
pp. 1-3
Author(s):  
J.-P. Michel
Keyword(s):  
Cognitive Abilities ◽  
Mobile Application ◽  
New Technologies ◽  
Global Evaluation ◽  
P4 Medicine ◽  
Fertile Ground ◽  
Definition Of ◽  
The Individual ◽  
The Impact

The overlap between one innovative paradigm (P4 medicine: predictive, personalized, participatory and preventive) and another (a new definition of “Healthy ageing”) is fertile ground for new technologies; a new mobile application (app) that could broaden our scientific knowledge of the ageing process and help us to better analyse the impact of possible interventions in slowing the ageing decline. A novel mobile application is here presented as a game including questions and tests will allow in 10 minutes the assessment of the following domains: robustness, flexibility (lower muscle strength), balance, mental and memory complaints, semantic memory and visual retention. This game is completed by specific measurements, which could allow establishing precise information on functional and cognitive abilities. A global evaluation precedes advice and different types of exercises. The repetition of the tests and measures will allow a long follow up of the individual performances which could be shared (on specific request) with family members and general practitioners.

scholarly journals Online or not? A comparison of students’ experiences of an online and an on-campus class

Curationis ◽  
2013 ◽  
Vol 36 (1) ◽  
Author(s):  
Tennyson Mgutshini
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Learning Experience ◽  
Cross Sectional Study ◽  
Measurement Tool ◽  
Online Students ◽  
Cross Sectional ◽  
Student Centered ◽  
Face To Face ◽  
Multiple Data

Educational discourse has long portrayed online, or e-based, learning and all non-campus-based learning options as second best to traditional face-to-face options. Critically much of the research and debate in this area of study has focused on evidence relating to student performance, attrition and retention with little consideration of the total learning experience, which values both the traditional learning outcome measures side-by-side with student-centered factors, such as students’ satisfaction with their learning experience. The objective of this study was to present a synchronous head-to-head comparison between online and campus-based students’ experiences of an undergraduate course. This paper reports on a qualitative comparative cross-sectional study, which used multiple data collection approaches to assess student learning and student satisfaction of 61 students who completed a semester of an undergraduate course. Of the 61 students, 34 were enrolled purely as online students, whilst the remaining 27 students studied the same material entirely through the traditional face-to-face medium. Methods included a standardised student satisfaction survey and an ‘achievement of learning outcomes’ measurement tool. Students on the online cohort performed better in areas where ‘self-direction’ in learning was indicated, for example self-directed problem-based tasks within the course. Online students gave less positive self-assessments of their perceived content mastery than their campus-based counterparts, despite performing just as well in both summative and formative assignments. A multi-factorial comparison shows online students to have comparable educational success and that, in terms of student satisfaction, online learners reported more satisfaction with their learning experience than their campus-based counterparts.

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