Publication: Evaluación de la modalidad semipresencial en asignaturas de grado de Ciencias de la Salud
Authors
Spector, Carlos Horacio ; Figueira Teuly, Judit ; Estienne, Viviana ; Padilla, María José ; Canova Barrios, Carlos Jesús
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Publisher
Universidad de Murcia. Servicio de publicaciones
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DOI
https://doi.org/10.6018/edumed.590811
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info:eu-repo/semantics/article
Description
Abstract
Introducción: Los sistemas para la gestión del aprendizaje han captado gran atención después de lapandemia por COVID-19 para el desarrollo de las modalidades de enseñanza virtual (remoto) ymixta (blended learning) en las instituciones de educación superior. Estos procesos merecen unproceso de evaluación constante para realizar intervenciones para su fortalecimiento y adaptación alos requerimientos de docentes y alumnos. El objetivo del presente estudio fue comparar lascalificaciones parciales de los alumnos que cursaron asignaturas en modalidad presencial y semipresencial de la Facultad de Ciencias de la Salud y evaluar el grado de satisfacción del alumnado con la modalidad semipresencial. Metodología: Estudio descriptivo, retrospectivo y cuantitativo. La muestra estuvo constituida por 2356 calificaciones parciales de 45 asignaturas y 189alumnos de la Facultad de Ciencias de la Salud. Se implementó el Cuestionario de Satisfacción de alumnos universitarios hacia la formación on-line de Llorente. Resultados: Se encontraron medias de calificaciones que oscilaban entre 6,49 y 6,60 en los periodos comparados sin detectarse diferencias estadísticamente significativas. Respecto a la satisfacción del alumnado, se identificó unmayor nivel de satisfacción con los aspectos relacionados con el profesor-tutor y la satisfacción fuealta en todas las dimensiones. Conclusión: Las calificaciones son equivalentes en los periodos comparados, mostrando que la semipresencialidad no impactó para mejor, ni peor en las calificaciones parciales de los alumnos en el periodo estudiado, y el nivel de satisfacción de los alumnos fue alto y estuvo vinculado con buena conexión a internet, menor edad y sede del aprendizaje.
Introduction: After the COVID-19 pandemic, learning management systems have attracted greatattention for the development of virtual (remote) and blended learning in higher educationinstitutions. These processes deserve a continuous evaluation process to carry out interventions fortheir strengthening and adaptation to the needs of teachers and students. The objective of thepresent study was to compare the partial grades of students who took subjects in face-to-face andblended learning at the School of Health Sciences, and to evaluate the level of student satisfactionwith blended learning. Methods: Descriptive, retrospective, and quantitative study. The sampleconsisted of 2356 partial grades of 45 subjects and 189 students of the Faculty of Health Sciences. he Llorente Satisfaction Questionnaire of University Students Towards Online Training wasimplemented. Results: Mean grades ranging from 6.49 to 6.60 were found in the periods compared,without detecting statistically significant differences. Regarding student satisfaction, a higher levelof satisfaction was found with aspects related to the teacher-tutor and satisfaction was high in alldimensions. Conclusions: Grades are equivalent in the periods compared, showing that blendedlearning did not have a better or worse impact on students' partial grades in the period studied, andthe level of student satisfaction was high and related to good internet connection, younger age, andplace of study
Introduction: After the COVID-19 pandemic, learning management systems have attracted greatattention for the development of virtual (remote) and blended learning in higher educationinstitutions. These processes deserve a continuous evaluation process to carry out interventions fortheir strengthening and adaptation to the needs of teachers and students. The objective of thepresent study was to compare the partial grades of students who took subjects in face-to-face andblended learning at the School of Health Sciences, and to evaluate the level of student satisfactionwith blended learning. Methods: Descriptive, retrospective, and quantitative study. The sampleconsisted of 2356 partial grades of 45 subjects and 189 students of the Faculty of Health Sciences. he Llorente Satisfaction Questionnaire of University Students Towards Online Training wasimplemented. Results: Mean grades ranging from 6.49 to 6.60 were found in the periods compared,without detecting statistically significant differences. Regarding student satisfaction, a higher levelof satisfaction was found with aspects related to the teacher-tutor and satisfaction was high in alldimensions. Conclusions: Grades are equivalent in the periods compared, showing that blendedlearning did not have a better or worse impact on students' partial grades in the period studied, andthe level of student satisfaction was high and related to good internet connection, younger age, andplace of study
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Citation
Revista Española de Educación Médica. Vol. 5 Núm. 1 (2024)
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