Percy Bobadilla, Ignacio Alcántara, Nicole Rosenstock., Claudia Borlido, P. Cabral, S. Huertas, José Passarini
The suspension of face-to-face activities in the Universidad de la Republica caused by the COVID-19 pandemic, made virtual learning spaces essential for university teaching and learning. Biostatistics 1, a first-year Veterinary course, was entirely taught remotely through the Moodle platform of the Faculty of Veterinary Medicine (Entorno Virtual de Aprendizaje [EVA]). In this study, the information provided by EVA was analyzed and associated with the students’ performance. A total of 825 students were enrolled in the course on EVA. Between 50 % and 70 % of the students entered the course every week, with minimal activity on the weekends. The Individual Activity Index (IAI), defined as the days that the student accessed the platform over the total days of the course, allowed to quantify the activity of the students and correlate that value to their academic performance through a linear regression. The IAI showed a direct, positive and significant association with the final result obtained by the students. The results of the academic performance of this generation were also analyzed in aspects related to disengagement, gain and promotion of the course, finding that the on-line modality had disengagement values similar to those registered in previous years with face-to-face classes. The information provided by EVA is key to be able to assess the impact of the pandemic and to improve the next editions of the course.
由于2019冠状病毒病大流行，共和国大学暂停了面对面的活动，这使得虚拟学习空间对大学教学至关重要。生物统计学1是一年级的兽医课程，完全通过兽医学院的Moodle平台(Entorno Virtual de Aprendizaje [EVA])远程授课。在本研究中，我们分析了EVA提供的信息，并将其与学生的表现联系起来。共有825名学生参加了EVA课程。每周有50%到70%的学生参加这门课程，周末的活动很少。个人活动指数(IAI)，定义为学生在课程总天数中访问平台的天数，允许量化学生的活动，并通过线性回归将该值与他们的学习成绩联系起来。IAI与学生最终取得的成绩有直接的、显著的正相关关系。这一代人的学业表现结果也在课程的脱离、收获和推广方面进行了分析，发现在线模式具有与前几年面对面课程相似的脱离价值。经济评估所提供的信息对于能够评估大流行病的影响和改进课程的下一个版本至关重要。
{"title":"El índice de actividad individual de los estudiantes en EVA y sus rendimientos académicos: el caso de Bioestadística Veterinaria","authors":"Percy Bobadilla, Ignacio Alcántara, Nicole Rosenstock., Claudia Borlido, P. Cabral, S. Huertas, José Passarini","doi":"10.2916/INTER.7.2.15","DOIUrl":"https://doi.org/10.2916/INTER.7.2.15","url":null,"abstract":"The suspension of face-to-face activities in the Universidad de la Republica caused by the COVID-19 pandemic, made virtual learning spaces essential for university teaching and learning. Biostatistics 1, a first-year Veterinary course, was entirely taught remotely through the Moodle platform of the Faculty of Veterinary Medicine (Entorno Virtual de Aprendizaje [EVA]). In this study, the information provided by EVA was analyzed and associated with the students’ performance. A total of 825 students were enrolled in the course on EVA. Between 50 % and 70 % of the students entered the course every week, with minimal activity on the weekends. The Individual Activity Index (IAI), defined as the days that the student accessed the platform over the total days of the course, allowed to quantify the activity of the students and correlate that value to their academic performance through a linear regression. The IAI showed a direct, positive and significant association with the final result obtained by the students. The results of the academic performance of this generation were also analyzed in aspects related to disengagement, gain and promotion of the course, finding that the on-line modality had disengagement values similar to those registered in previous years with face-to-face classes. The information provided by EVA is key to be able to assess the impact of the pandemic and to improve the next editions of the course.","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44088318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As a product of educational research activities, a large amount of data is produced, the analysis of which represents a challenge for the researchers. In this context, the large number of interrelated factors that may have an impact on the data makes it extremely difficult to draw reliable conclusions, either when describing or predicting the behavior of a student population, or when evidencing the effect of didactic interventions. Statistical inferential analysis provides tools that allow the systematic and efficient evaluation of a sample of the population to be studied. In this work we present a reflection on the implementation and interpretation of results associated with the application of three inferential instruments (probability distribution, confidence interval and hypothesis test) to a case study derived from our teaching experience. These instruments allowed us to evaluate the influence that the course modality (face-to-face or online) exerts on the academic performance of first-year students of Facultad de Quimica, Universidad de la Republica. In addition, these statistical tools were also applied to the study of the incidence, on the same population, of a didactic intervention in which a set of materials was incorporated into a massive first-year chemistry course (General Chemistry I), with the aim of promoting active learning and self-regulation. In this regard, inferential statistics allowed the systematic and efficient analysis of the information associated with this case study, allowing to draw statistically significant conclusions.
{"title":"Reflexiones sobre el uso de la estadística inferencial en investigación didáctica","authors":"Nicolás Veiga, L. Otero, J. Torres","doi":"10.2916/INTER.7.2.10","DOIUrl":"https://doi.org/10.2916/INTER.7.2.10","url":null,"abstract":"As a product of educational research activities, a large amount of data is produced, the analysis of which represents a challenge for the researchers. In this context, the large number of interrelated factors that may have an impact on the data makes it extremely difficult to draw reliable conclusions, either when describing or predicting the behavior of a student population, or when evidencing the effect of didactic interventions. Statistical inferential analysis provides tools that allow the systematic and efficient evaluation of a sample of the population to be studied. In this work we present a reflection on the implementation and interpretation of results associated with the application of three inferential instruments (probability distribution, confidence interval and hypothesis test) to a case study derived from our teaching experience. These instruments allowed us to evaluate the influence that the course modality (face-to-face or online) exerts on the academic performance of first-year students of Facultad de Quimica, Universidad de la Republica. In addition, these statistical tools were also applied to the study of the incidence, on the same population, of a didactic intervention in which a set of materials was incorporated into a massive first-year chemistry course (General Chemistry I), with the aim of promoting active learning and self-regulation. In this regard, inferential statistics allowed the systematic and efficient analysis of the information associated with this case study, allowing to draw statistically significant conclusions.","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44484385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Service mission has been reconceptualized since the beginning of the 20th century and, particularly, in the last five decades. Far from being a marginal mission, separate from the teaching and research, it has been linked with them and with the fourth mission, more recently incorporated, the transfer. Its meaning has expanded and has assumed an important role in the development of the university’s social mission, which is assumed as an integral commitment of the university community in dialogue with the community. Service has included, among its tasks, contributing to the personal, professional, ethical and civic training of students and, at the same time, putting university knowledge at the service of the community. This link with society thus acquires a training role that is increasingly recognized by universities, which assign academic value to student service involvement. The recognition of various types of activity requires that the conditions be carefully established to make this recognition effective. Formal inclusion in the curriculum requires the adoption of a set of choice decisions between the different modalities and the definition of their various aspects. The university curriculum is a complex training project in which different purposes come together and in which the prescriptions and the teaching and learning actions need to be aligned.
{"title":"La integración de la participación de los estudiantes en proyectos de extensión como componente del currículo universitario","authors":"A. Camilloni","doi":"10.2916/INTER.7.1.3","DOIUrl":"https://doi.org/10.2916/INTER.7.1.3","url":null,"abstract":"Service mission has been reconceptualized since the beginning of the 20th century and, particularly, in the last five decades. Far from being a marginal mission, separate from the teaching and research, it has been linked with them and with the fourth mission, more recently incorporated, the transfer. Its meaning has expanded and has assumed an important role in the development of the university’s social mission, which is assumed as an integral commitment of the university community in dialogue with the community. Service has included, among its tasks, contributing to the personal, professional, ethical and civic training of students and, at the same time, putting university knowledge at the service of the community. This link with society thus acquires a training role that is increasingly recognized by universities, which assign academic value to student service involvement. The recognition of various types of activity requires that the conditions be carefully established to make this recognition effective. Formal inclusion in the curriculum requires the adoption of a set of choice decisions between the different modalities and the definition of their various aspects. The university curriculum is a complex training project in which different purposes come together and in which the prescriptions and the teaching and learning actions need to be aligned.","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42494504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Ni héroes ni tumbas: la educación superior en medio del temporal","authors":"Gabriel Kaplún","doi":"10.2916/INTER.7.1.1","DOIUrl":"https://doi.org/10.2916/INTER.7.1.1","url":null,"abstract":"","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47133892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. Arriagada, Walter Manuel Molina Chávez, Marcela Arellano
The object of this work is to identify the different types of capital possessed by students of the 2019 cohort of Universidad Catolica de Temuco who entered the university via the inclusive access programme. The principal theoretical references are the works of Pierre Bourdieu on social and cultural capital; and Paulo Freire's perspective of liberating popular education. The methodology used is a qualitative study with interpretative analysis of discourse. The results show that the students possess types of social and cultural capital which hinder their insertion in higher education and their social interaction, especially in a social-educational environment.
{"title":"Acceso inclusivo a la educación superior en Chile: Un análisis desde el capital social de estudiantes vulnerables","authors":"L. Arriagada, Walter Manuel Molina Chávez, Marcela Arellano","doi":"10.2916/INTER.7.1.4","DOIUrl":"https://doi.org/10.2916/INTER.7.1.4","url":null,"abstract":"The object of this work is to identify the different types of capital possessed by students of the 2019 cohort of Universidad Catolica de Temuco who entered the university via the inclusive access programme. The principal theoretical references are the works of Pierre Bourdieu on social and cultural capital; and Paulo Freire's perspective of liberating popular education. The methodology used is a qualitative study with interpretative analysis of discourse. The results show that the students possess types of social and cultural capital which hinder their insertion in higher education and their social interaction, especially in a social-educational environment.","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46684749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tmoteo Solano, Jesús Jacobo Coronado Espinoza, E. García, Carlos Máximo Gonzales Añorga
The objective of this work is to describe the relationship between digital coexistence and academic performance, as perceived by students in the second cycle of the Professional School of International Business of the Universidad Nacional Jose Faustino Sanchez Carrion [UNJFSC] located in Huacho, Peru, 2018. The research design was pre-experimental of a descriptive type. The data collection technique corresponds to the pretest/posttest survey. The population was made up of students from the second cycle, sections A and B, of the Professional School of International Business. The sample size was 56 students. The study concludes that the relationship between the dimensions of digital coexistence and academic performance for the course Mathematics I applied to business in the pretest showed an inverse relationship, and, in the postest, indicated a significant relationship. In the case of Microeconomics, the relationship between the variables during the pretest did not show significance; in the postest, improvements are expressed that do not reach the significant range. It is inferred that the digital coexistence between student-student-teacher-student is associated with the teacher incentive, as a strategy for students to identify the relationship between digital coexistence and academic performance, an incipient process in the International Business School of the UNJFSC, 2018.
{"title":"Convivencia digital y rendimiento académico universitario","authors":"Tmoteo Solano, Jesús Jacobo Coronado Espinoza, E. García, Carlos Máximo Gonzales Añorga","doi":"10.2916/INTER.7.1.6","DOIUrl":"https://doi.org/10.2916/INTER.7.1.6","url":null,"abstract":"The objective of this work is to describe the relationship between digital coexistence and academic performance, as perceived by students in the second cycle of the Professional School of International Business of the Universidad Nacional Jose Faustino Sanchez Carrion [UNJFSC] located in Huacho, Peru, 2018. The research design was pre-experimental of a descriptive type. The data collection technique corresponds to the pretest/posttest survey. The population was made up of students from the second cycle, sections A and B, of the Professional School of International Business. The sample size was 56 students. The study concludes that the relationship between the dimensions of digital coexistence and academic performance for the course Mathematics I applied to business in the pretest showed an inverse relationship, and, in the postest, indicated a significant relationship. In the case of Microeconomics, the relationship between the variables during the pretest did not show significance; in the postest, improvements are expressed that do not reach the significant range. It is inferred that the digital coexistence between student-student-teacher-student is associated with the teacher incentive, as a strategy for students to identify the relationship between digital coexistence and academic performance, an incipient process in the International Business School of the UNJFSC, 2018.","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48768133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Licenciatura en Estadística: primer monitoreo del Plan 1998","authors":"Ana Coimbra, Elena Vernazza","doi":"10.2916/INTER.7.1.7","DOIUrl":"https://doi.org/10.2916/INTER.7.1.7","url":null,"abstract":"","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69708444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ana Keully Gadelha dos Santos Darub, Gardênia Lídia Chaves Soares, P. K. Santos
{"title":"Formação docente inicial e as discussões sobre a inclusão. Análise do currículo do curso de pedagogia de uma universidade pública da região norte do Brasil","authors":"Ana Keully Gadelha dos Santos Darub, Gardênia Lídia Chaves Soares, P. K. Santos","doi":"10.2916/INTER.7.1.5","DOIUrl":"https://doi.org/10.2916/INTER.7.1.5","url":null,"abstract":"","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69708800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Educación física: Tradiciones en la formación e identidad profesional. ¿Profesión, semiprofesión u oficio?","authors":"J. Noble","doi":"10.2916/INTER.7.1.2","DOIUrl":"https://doi.org/10.2916/INTER.7.1.2","url":null,"abstract":"","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69707913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Representaciones contrapuestas: la escuela secundaria piensa a la universidad","authors":"","doi":"10.29156/inter.6.2.3","DOIUrl":"https://doi.org/10.29156/inter.6.2.3","url":null,"abstract":"","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90959897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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