La evaluación de los aprendizajes en el aula virtual en tiempos de pandemia: caso Universidad Especializada de las Américas
| dc.contributor.advisor | Méndez, Luis | ES |
| dc.creator | Quijano A., Damián E. | ES |
| dc.date.accessioned | 2021-12-23T20:04:31Z | |
| dc.date.available | 2021-12-23T20:04:31Z | |
| dc.date.issued | 2021-03-30 | |
| dc.description | The pandemic forced the Universidad Especializada de las Américas (UDELAS) to transform an almost 100% face-to-face university to 100% virtual in approximately three weeks. The challenge arose to achieve this transformation with resources and technologies not designed to meet the change in an extremely short period of time. This involved creating 2,500 virtual courses and integrating approximately 9,800 students and 1,200 teachers into them. The above, in turn, presented new obstacles in the route of the training process during the development of a course, one of them was the evaluation of learning. The study explains, through a qualitative approach, the adaptation, in the face of changes, of teachers in terms of the process of evaluating the learning of their students by teaching distance classes. Through semi-structured interviews and questionnaires, concepts, events, experiences, teaching strategies and the use of technologies that explain the new ways of thinking and doing of teachers when facing the many challenges emerge, the study concludes that the results of learning, They are at least similar to those known before the pandemic through the face-to-face modality and, on the other hand, the virtual modality has received an important boost and, surely, they will continue to be part of the new hybrid model of higher education. | |
| dc.description.abstract | La pandemia obligó a la Universidad Especializada de las Américas (UDELAS), transformar una universidad casi el 100% presencial a 100% virtual en aproximadamente tres semanas. Surgió el desafío de lograr dicha transformación con recursos y tecnologías no pensados para atender el cambio en un periodo de tiempo extremadamente corto. Esto implicó crear 2,500 cursos virtuales e integrar en ellos aproximadamente 9,800 estudiantes y 1,200 docentes. Lo anterior, a su vez, presentó nuevos obstáculos en la ruta del proceso formativo durante el desarrollo de un curso, uno de ellos fue la evaluación de los aprendizajes. El estudio explica, mediante un enfoque cualitativo, la adaptación, frente a los cambios, de los docentes en cuanto al proceso de evaluación de los aprendizajes de sus estudiantes dictando clases a distancia. Mediante entrevistas semiestructuradas y cuestionarios, logran emerger conceptos, sucesos, vivencias, estrategias didácticas y uso de tecnologías que explican las nuevas formas de pensar y hacer de los docentes al enfrentar los muchos desafíos. El estudio concluye que los resultados de los aprendizajes, son al menos, similares a los conocidos antes de la pandemia mediante la modalidad presencial y, por otra parte, la modalidad virtual ha recibido un impulso importante y, seguramente, continuará siendo parte de los nuevos modelos híbridos de la educación superior. | en_US |
| dc.description.sponsorship | The pandemic forced the Universidad Especializada de las Américas (UDELAS) to transform an almost 100% face-to-face university to 100% virtual in approximately three weeks. The challenge arose to achieve this transformation with resources and technologies not designed to meet the change in an extremely short period of time. This involved creating 2,500 virtual courses and integrating approximately 9,800 students and 1,200 teachers into them. The above, in turn, presented new obstacles in the route of the training process during the development of a course, one of them was the evaluation of learning. The study explains, through a qualitative approach, the adaptation, in the face of changes, of teachers in terms of the process of evaluating the learning of their students by teaching distance classes. Through semi-structured interviews and questionnaires, concepts, events, experiences, teaching strategies and the use of technologies that explain the new ways of thinking and doing of teachers when facing the many challenges emerge, the study concludes that the results of learning, They are at least similar to those known before the pandemic through the face-to-face modality and, on the other hand, the virtual modality has received an important boost and, surely, they will continue to be part of the new hybrid model of higher education. | |
| dc.format | application/pdf | ES |
| dc.format.extent | 123 páginas | ES |
| dc.identifier.uri | http://repositorio2.udelas.ac.pa/handle/123456789/539 | |
| dc.identifier.uri | https://doi.org/10.57819/m9j6-5v77 | ES |
| dc.language | spa | ES |
| dc.publisher | Universidad Especializada de las Américas | en_US |
| dc.relation.uri | https://creativecommons.org/licenses/by-nc-sa/4.0/ | ES |
| dc.rights | https://creativecommons.org/licenses/by-nc-sa/4.0/ | ES |
| dc.rights | info:eu-repo/semantics/openAccess | ES |
| dc.rights.license | https://creativecommons.org/licenses/by-nc-sa/4.0/ | ES |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc-sa/4.0/ | ES |
| dc.subject | evaluación de los aprendizajes | en_US |
| dc.subject | educación superior | en_US |
| dc.subject | pandemia | en_US |
| dc.subject | adaptación | en_US |
| dc.title | La evaluación de los aprendizajes en el aula virtual en tiempos de pandemia: caso Universidad Especializada de las Américas | en_US |
| dc.type | info:eu-repo/semantics/updatedVersion | ES |
| dc.type | info:eu-repo/semantics/masterThesis | en_US |
| repositorio.trabajodegrado.carrera | Maestría en Tecnología de Información y Comunicación Aplicadas a la Educación | ES |
| repositorio.trabajodegrado.facultad | Decanato de Postgrado y Maestrías | ES |
| repositorio.trabajodegrado.sede | Panamá | ES |
| repositorio.trabajodegrado.tipo | Tesis – Maestría | ES |