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Metric to evaluate virtual courses: case Ecuador
... The aforementioned authors offer a methodology that is especially important when it is decided to integrate several virtual courses for the training of students, but it cannot be applied to independent courses. From the research defining the virtual course system (Llerena Ocaña and González Hernández, 2017) we assume the indicators that characterise it in an integral manner (Medina et al., 2021). ...
... Organise the results of the application of the empirical methods by priorities to implement them in the online courses. The metrics proposed by Medina et al. (2021) open up a space for analysis of quality management in the development of virtual courses. The studies found so far (Margaryan et al., 2015; focus on the result (course, digital resource, social interaction, learning object, among others) and not on managing quality from the development processes. ...
... • Collective critical reflection on the successes and failures that have occurred throughout the process that can enhance the teamʹs experience in these development processes. • Implement an assurance system based on a quality assessment metric for virtual courses proposed in the literature (Medina et al., 2021). Educational software development methodologies do not implement all phases of other software development processes and are well established in the literature (Barfield, 2021) and that is the main difference of the proposal made in this article. ...
The article addresses the problem of course development in virtual teaching and learning spaces by teachers to support blended learning in the Ecuadorian unified baccalaureate. For this purpose, a documentary analysis of 465 papers selected by a search in Scopus and Google Scholar about blended learning and 145 papers selected by a search in Scopus and Google Scholar about development of virtual courses was carried out. The definition of the first concept is qualitatively different from the previous ones by analysing it as a form of organisation and assessing the configuration of face-to-face and distance learning depending on the educational objective. The second concept defined presents the unrepeatable and unique character of each course given by the configuration of its digital resources, the characteristics of these resources and the new qualities that are conferred on them. Subsequently, based on them, the methodology that contributed to the development of courses in virtual spaces as a support to blended learning is proposed. Unlike other methodologies, the proposal explicitly states its conceptual apparatus and the necessary requirements for its introduction in an educational organization. It incorporates important actions that do not appear in other methodologies such as cross-cutting processes including quality assurance with its corresponding metrics, maintenance, recall and evaluation of previous actions.
... The papers obtained from sciencedirect address the issue for the English language while others focus on some of the technological aspects such as reusability. Although there is a great deal of research into educational software (Tamim et al., 2021) generally focus on a single type of software such as e-learning courses (Medina et al., 2021), instructional design (Wang et al., 2021) or of didactic materials in online training. ...
... Collective critical reflection on the successes and failures that have occurred throughout the process that can enhance the team's experience in these development processes. Implement an assurance system based on a quality assessment metric for virtual courses proposed in the literature (Medina et al., 2021). ...
... For this purpose, we take as a basis the metric proposed by Medina et al. (2021) which measures the quality of virtual courses and can be adapted to digital teaching resources. For these authors, the metric is a sum function of attributes that Qeios, CC-BY 4.0 · Article, April 9, 2024 ...
Evaluating the quality of educational software is a priority given the number of educational systems currently being produced. The article carries out a documentary analysis to search for documents that have addressed these elements. The results address the main documents that have been obtained. Subsequently, a methodology containing a system of metrics to evaluate the quality of educational software is proposed.
... The questionnaire applied has a quantitative evaluation obtained through the metric proposed by González Hernández et al. (2022b) and its result is expressed as a number in the interval from 0 to 0.3 The formulas established by Medina et al. (2021) varied with the expression 1.3 allow equivalences to be established between the values of the interval and the evaluative system in Cuba for Higher Education as reflected in Table 2: ...
The training of creative computer professionals is considered a strategic process in different countries as it is essential for the informatization of society. This article proposes an approach to the creative learning of computer science for the digital transformation of modern society. The objective of the research was to evaluate the creative learning of computer science during the training of computer professionals. An instrument derived from previous research and metrics was applied to evaluate creative learning in the two groups of terminal years of the Computer Engineering career at the University of Matanzas, Cuba, with a mixed paradigm. Quantitative analyses diagnosed the predominant learning in the career that offer elements to managers to make decisions. The qualitative analyses made it possible to unveil the four stages of formation of creative learning of computer science in the career: pre-university stage, basic stage, professional stage and research stage. In addition, three key factors in the formation of creative learning of computer science were obtained: the integration of subjects, the solution of real projects and the emotional support of teachers and other professionals to students during their insertion in the computerization of organizations.
This study combined the methods from student approaches to learning and learning analytics research by using both self-reported and observational measures to examine the student learning experience. It investigated the extent to which reported approaches and perceptions and observed online interactions are related to each other and how they contribute to variation in academic performance in a blended course design. Correlation analyses showed significant pairwise associations between approaches and frequency of the online interaction. A cluster analysis identified two groupings of students with different reported learning orientations. Based on the reported learning orientations, one-way ANOVAs showed that students with understanding orientation reported deep approaches to and positive perceptions of learning. The students with understanding orientation also interacted more frequently with the online learning tasks and had higher marks than those with reproducing orientation, who reported surface approaches and negative perceptions. Regression analyses found that adding the observational measures increased 36% of the variance in the academic performance in comparison with using self-reported measures alone (6%). The findings suggest using the combined methods to explain students’ academic performance in blended course designs not only triangulates the results but also strengthens the acuity of the analysis. © 2020. Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BYNC- ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0. All Rights Reserved.
This article discusses a national partnership in Irish higher education between the National Forum for the Enhancement of Teaching and Learning and the sector. The partnership initiative focussed on the scalable design and development of a suite of open-access professional development (PD) courses in teaching and learning. The empirical work explored the role and value of digital badges as professional recognition for open courses, and in particular the transformative experience of the collaborative course design teams from teachers into teachers-as-designers. Each course has been mapped to Ireland’s national PD framework for all staff who teach. This initiative aimed to provide multiple nationally developed access points to PD opportunities and recognise engagement through digital badges. The partnership with course designers from institutions across Ireland was multifaceted, and their transformation from novice creators of digital content is explored here. Lessons learnt relate to developing consensus on national criteria and associated evidence for scalable open courses, ensuring quality assurance and supporting teams working in partnership. A framework of triple-loop learning was used for conceptualising the different phases of development of the collaborating teams and the sectoral learning around partnerships and nationally recognised collaborative course design. Implications for practice or policy: Instructional designers and learning technologists should be included in the development team for early consideration of the concept of badging. Explicit planning is required, including a course development workshop, provision of templates for designing the course and guides for developing resources. To ensure rigor, the development team should integrate a peer review process for validating the course content. Involving human resource and senior managers in exploring PD recognition is vital for sector-wide implementation.
Software is an integrated part of new features within the automotive sector and the number of software-based functions is steadily increasing. For German car manufacturers, the HIS (Hersteller Initiative Software) consortium defined metrics to determine software quality. Yet, problems with assigning metrics to quality attributes often occur in practice. The specified boundary values lead to discussions between contractors and clients as different standards and metric sets are used. This paper studies metrics used in the automotive sector and the quality attributes they address. The HIS, ISO/IEC 25010:2011, and ISO/IEC 26262:2018 are utilized to draw a big picture illustrating (i) which metrics and boundary values are reported in literature, (ii) how the metrics match the standards, (iii) which quality attributes are addressed, and (iv) how the metrics are supported by tools. Our findings from analyzing 38 papers include a catalog of 112 metrics of which 17 define boundary values and 48 are supported by tools. Most of the metrics are concerned with source code, are generic, and not specifically designed for automotive software development. We conclude that many metrics exist, but, a clear definition of the metrics' context, notably regarding the construction of flexible and efficient measurement suites, is missing.
El artículo responde a la necesidad de formar la competencia desarrollar sistemas web desde un espacio virtual de enseñanza – aprendizaje (EVEA) en los ingenieros en sistemas. Para ello se introduce el concepto de sistema de cursos virtuales como una posible solución a la interrogante sobre la formación de la competencia desde el EVEA y se analiza la necesidad de transformarlo para la introducción de posibilidades para la modelación y la codificación desde el espacio virtual. Su objetivo general es diseñar una metodología para la implementación de un sistema de cursos virtuales para el desarrollo de la competencia profesional desarrollar sistemas web. Para el logro de este propósito se sistematizaron los referentes teóricos y metodológicos asociados a la temática, diagnosticó el estado actual de la variable dependiente en la institución a partir de su operacionalización y la elaboración de la metodología para su implementación. Se determinaron las dimensiones y los componentes que debían conformar la metodología, se procedió a su diseño y se introdujo en la práctica para conocer su validez.
Teaching introductory programming courses is not an easy task. Instructors of introductory programming courses are facing many challenges related to the nature of programming, the students’ characteristics and the traditional teaching methods that they are using. Blended learning seems to be a promising approach to address these challenges. Many studies concluded that blended learning can be more effective than traditional teaching and can improve students’ learning experience. However, the current state of knowledge and practice in applying blended learning to introductory programming courses is limited. In an attempt to begin remedying this gap, this review synthesizes the different blended learning approaches that have been applied in introductory programming courses. It classifies them into five models then discusses the impact of each of these models on the learning experience of novice programmers. It concludes by providing some recommendations for instructors who want to blend their courses as well as some implications for future research.
Some emergent forms of online educational tools support the formation of a non-hierarchically distributed communication. Theories posit that this form of communication can harvest a more optimal learning environment compared to traditional classroom environments, but evidence supporting the theoretical assumption is scarce. The current study examined whether a Multi-User Virtual Environment (MUVE) tool called Second Life (SL) in conjunction with blogging and traditional lecturing (MUVE condition) can facilitate the formation of a distributed learning environment as compared to only blogging and traditional lecturing (active-control condition). Two classes of students (N = 56, 53.6% female) enrolled in an undergraduate-level, semester-long psychology course participated in the study. The students in both experimental and control conditions had a lecture and blogging component, and in the experimental condition the students also used SL during class. Student interactions recorded on the blogging platform in both conditions were analyzed by social network analysis. This was supplemented by student interviews early and later in the semester. The results revealed that the network in the MUVE condition was more connected and more distributed than in the active-control condition. The findings suggest that MUVE enables students to play a more active role in the classroom learning community.
Se realiza un análisis de la formación de las ciencias y de la didáctica, así como su categoría fundamental. Se hace un análisis de las leyes de la didáctica y su carácter parcial en la explicación de los fenómenos de la realidad escolarizada, cuestión esta que lleva a definir dos nuevas leyes de esta ciencia.
Outcomes in a blended course in business and economic statistics are assessed within the context of students' previous experience with online and blended courses. Experience with class formats that rely heavily upon online materials may translate into improved outcomes in subsequent blended courses. We explore whether any significant gains accrue to students due to previous experience. When outcomes were analyzed using the full sample of students, no effects on outcomes from having previous experience versus having none were found. However, when the transfer status of students and ranges of grade point averages were considered, it was found that online and blended experience provided a positive marginal effect on outcomes for high-achieving transfer students. The effect was one-third to two-thirds of a letter grade depending on the amount of experience.
This study aims to find whether or not there are any differences between the behavioural, affective, cognitive engagement and achievement of student groups with and without instructor avatar guidance in winter sports learning environment developed in Second Life 3D virtual platform. It also analyses the correlations between the sub-factors of engagement and achievement according to guided and unguided groups. This study was conducted on basis of quasi-experimental and relational research method. The sample was determined by purposeful sampling method and composed of 104 secondary school students (54 guided, 50 unguided). The data collected through student engagement questionnaire and achievement test were analysed to descriptive and predictive statistics. According to the results, no significant differences were found between the groups in terms of behavioural, affective, cognitive student engagement and achievement. It was found that there were correlations between cognitive engagement and achievement in the guided group but that there were no significant correlations between behavioural engagement and achievement. In unguided group there were no significant correlations between behavioural, affective and cognitive engagement and achievement. This might have stemmed from the fact that the students had experienced learning in a different environment offered by 3D virtual platform-a new technology-for the first time.
Most user-centered assessment activities for ensuring usability are principally focused on performing formative evaluations, enrolling users to complete different tasks and thus obtaining indicators such as effectiveness and efficiency. However, when considering broader scenarios, such as in User Experience (UX) assessments, user perceived satisfaction (or perceived usability) is even much more relevant. There are different methods for measuring user perception, however most of them are mainly qualitative and based on individual assessments, providing little specific support to carry out comparisons–i.e., benchmarking on user-perceived usability. In this paper, we propose a quantitative metric to achieve comparative evaluations of usability perception based on Reaction Cards, a popular method for obtaining the user's subjective satisfaction in UX assessments. The metric was developed through an empirical study. Additionally, it has been validated with usability experts. Besides, we provide a supporting tool based on the developed metric, featuring a framework to store historical evaluations in order to obtain charts and benchmark levels for comparing perceived usability from different artifacts such as software products, applications categories, services, mockups, prototypes and so on. Furthermore, an evaluation involving usability professionals was achieved, providing satisfactory results to answer research questions, thus demonstrating the suitability of the approach proposed.
Development of a Standard Moodle Course to Optimize the Teacher's Work in Distance Education
- I S Mintii
- S V Shokaliuk
- T A Vakaliuk
- O V Merzlykin
- M M Mintii
Métricas para medir la calidad de la propuesta didáctica de un curso virtual
- M G Llarena
- S Villodre
- A Cattapan
Revisión metodológica de la triangulación como estrategia de investigación
- T García
- L M C García
- R L González
- V Catarreira
Triangulación empresarial: España - China - América Latina
- Á Parra Pérez
Revisión metodológica de la triangulación como estrategia de investigación
- alzás garcía
Triangulación empresarial: España - China - América Latina
- pérez
Métricas para medir la calidad de la propuesta didáctica de un curso virtual
- llarena