Use of Virtual Campus Tools for Competences Assessment during Pandemics
Abstract In the 2020-2021 academic year, the situation caused by the pandemic led the educational system to adopt hybrid-teaching modalities, which could settle down in post-pandemic time, adjusting those aspects that were implemented due to the unexpected change but whose pedagogical sense could be revised. A study is presented on the frequency of use, perceived usefulness, and satisfaction with the Virtual Campus (Moodle) tools of both teachers and students for assessing competencies in blended learning at the University of Barcelona. Through a questionnaire (n= 129 teachers and n= 265 students), greater teacher satisfaction with these tools is verified, and there is a high coincidence between both groups regarding their low usefulness for the development and assessment of transversal competencies. The most valuable activities (BB-Collaborate, Task, and Forum) seem valued more for their use than their real contribution to competence development. All of this has implications for future competency-based university teaching designs because taking advantage of Moodle tools to support competence development is still a challenge for the future.
- Referencias
- Cómo citar
- Del mismo autor
- Métricas
Abduh, M. (2021). Full-time Online Assessment during COVID-19 Lockdown: EFL Teachers’ Perceptions. Asian EFL Journal Research Articles, 28(1.1).
Altinpulluk, H., & Kesim, M. (2021). A systematic review of the tendencies in the use of learning management systems. Turkish Online Journal of Distance Education, 22, 40-54. 10.17718/tojde.961812
Balderas, A., De-La-Fuente-Valentin, L., Ortega-Gomez, M., Dodero, J. M., & Burgos, D. (2018). Learning management systems activity records for students’ assessment of generic skills. IEEE Access, 6, 15958-15968. 10.1109/ACCESS.2018.2816987
Baughan, P. (2020). On Your Marks: Learner-focused Feedback Practices and Feedback Literacy. Advance in Higher Education.
Bennett, S., Dawson, P., Bearman, M., Molloy, E. K., & Boud, D. J. (2017). How technology shapes assessment design: Findings from a study of university teachers. British Journal of Educational Technology, 48(2), 672-682. 10.1111/bjet.12439
Bhagat, K. K., & Spector, J. M. (2017). Formative Assessment in Complex Problem-Solving Domains: The Emerging Role of Assessment Technologies. Journal of Educational Technology & Society, 20(4), 312-317.
Biggs, J., & Tang, C. (2003). Teaching for quality learning at university: What the student does. The Society for Research into Higher Education and Open University Press.
Cano, E. (2019). Presentación del monográfico: Evaluación por Competencias en la Educación Superior: Buenas Prácticas ante los Actuales Retos. Revista Iberoamericana de Evaluación Educativa, 12(2), 5-8. 10.15366/riee2019.12.2.003
Cano, E., & Ion, G. (2012). Assessment practices at Catalan Universities: Towards a competencies-based model. Estudios Sobre Educación, 22, 155-177. 10.15581/004.22.2077
Cañadas, L. (2020). Evaluación formativa en el contexto universitario: Oportunidades y propuestas de actuación. Revista Digital de Investigación en Docencia Universitaria, 14(2), e1214. 10.19083/10.19083/ridu.2020.1214
Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment and Evaluation in Higher Education, 43(8), 1315-1325. 10.1080/02602938.2018.1463354
Casal Otero, L., & García Antelo, B. (2018). Una experiencia de formación del profesorado para implementar la evaluación entre pares en el campus virtual de la Universidad de Santiago de Compostela. Pixel-Bit. Revista De Medios Y Educación, (54), 125-144. 10.12795/pixelbit.2019.i54.07
De Miguel, M. (Dir). (2008). Modalidades de enseñanza centradas en el desarrollo de competencias. Orientaciones para promover el cambio metodológico en el EEES. MEC/Universidad de Oviedo. https://d66z.short.gy/6lLsnT
Elshami, W., Taha, M. H., Abuzaid, M., Saravanan, C., Al Kawas, S., & Abdalla, M. E. (2021). Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges. Medical Education Online, 26(1), 1920090. 10.1080/10872981.2021.1920090
Gamage, S. H. P. W., Ayres, J. R., & Behrend, M. B. (2022). A systematic review on trends in using Moodle for teaching and learning. International Journal of STEM Education, 9, 9. 10.1186/s40594-021-00323-x
García-Peñalvo, F. J., Corell, A., Abella-García, V., & Grande, M. (2020). Online assessment in higher education in the time of COVID-19. Education in the Knowledge Society, 21, 12. 10.14201/eks.23013
Gargallo-López, B., García-García, F. J., López-Francés, I., Jiménez Rodríguez, M. Á., & Moreno Navarro, S. (2020). La competencia aprender a aprender: valoración de un modelo teórico. Revista Española de Pedagogía, 78(276), 187-211. 10.22550/REP78-2-2020-05
Gillis, A., & Krull, L. M. (2020). COVID-19 Remote Learning Transition in Spring 2020: Class Structures, Student Perceptions, and Inequality in College Courses. Teaching Sociology, 48(4), 283-299. 10.1177/0092055X20954263
Grande-de-Prado, M., García-Peñalvo, F. J., Corell-Almuzara, A., & Abella-García, V. (2021). Evaluación en Educación Superior durante la pandemia de la COVID-19. Campus Virtuales, 10(1), 49-58.
Gros, B. (2018). La evolución del e-learning: del aula virtual a la red. RIED. Revista Iberoamericana de Educación a Distancia, 21(2), 69-82. 10.5944/ried.21.2.20577
Gulikers, J. T. M., Baartman, L. K. J., & Biemans, H. J. A. (2010). Facilitating Evaluations of Innovative, Competence-Based Assessments: Creating Understanding and Involving Multiple Stakeholders. Evaluation and Program Planning, 33(2), 120-127. 10.1016/j.evalprogplan.2009.07.002
Harper, R., Bretag, T., & Rundle, K. (2020). Detecting contract cheating: examining the role of assessment type. Higher Education Research & Development, 40(2), 263-278. 10.1080/07294360.2020.1724899
Heitink, M. C., Van der Kleij, F. M., Veldkamp, B. P., Schildkamp, K., & Kippers, W. B. (2016). A systematic review of prerequisites for implementing assessment for learning in classroom practice. Educational Research Review, 17, 50-62. 10.1016/j.edurev.2015.12.002
Hettiarachchi, S., Damayanthi, B., Heenkenda, S., Dissanayake, D., Ranagalage, M., & Ananda, L. (2021). Student Satisfaction with Online Learning during the COVID-19 Pandemic: A Study at State Universities in Sri Lanka. Sustainability, 13(21), 11749. 10.3390/su132111749
Husain, F. (2021). Digital Assessment Literacy: The Need of Online Assessment Literacy and Online Assessment Literate Educators. International Education Studies, 14(10), 65-76. 10.5539/ies.v14n10p65
Ibarra-Sáiz, M. S., Rodríguez-Gómez, G., & Boud, D. (2020). The quality of assessment tasks as a determinant of learning. Assessment and Evaluation in Higher Education, 46(6), 943-955. 10.1080/02602938.2020.1828268
JISC. (2022). Guide of principles of good assessment and feedback. JISC. https://d66z.short.gy/mgSHFP
Joia, L. A., & Lorenzo, M. (2021). Zoom In, Zoom Out: The Impact of the COVID-19 Pandemic in the Classroom. Sustainability, 13, 2531. 10.3390/su13052531
Kruiper, S., Martijn, A., Leenknecht, J. M., & Slof, B. (2022). Using Scaffolding Strategies to Improve Formative Assessment Practice in Higher Education. Assessment & Evaluation in Higher Education 47(3), 458-76. 10.1080/02602938.2021.1927981
Kumar, R. (2020). Assessing Higher Education in the COVID19. Brock Education. A journal of educational research and practice, 29(2) 37-41. 10.26522/brocked.v29i2.841
León-Gómez, A., Gil-Fernández, R., & Calderón-Garrido, D. (2021). Influence of COVID on the educational use of Social Media by students of Teaching Degrees. Education in the Knowledge Society, 22, e23623. 10.14201/eks.23623
Llorente, Y., Llovera, J. J., & Serra, R. (2022). Propuesta didáctica para el montaje y gestión de prácticas de laboratorio de física en modalidad e-learning empleando la plataforma Moodle. Referencia Pedagógica, 10, 117-128.
Lluch, L., Halbaut, L., & Cano, E. (2021). Herramientas online para la evaluación de competencias transversales en el Grado de Farmacia en contextos de docencia híbrida. En Research, technology and best practices in Education. EDUNOVATIC2021 – EDITED VOLUME (pp. 482-488). Editorial Adaya Press.
López-Pastor, V., & Sicilia-Camacho, A. (2017). Formative and shared assessment in higher education. Lessons learned and challenges for the future. Assessment and Evaluation in Higher Education, 42(1), 77-97. 10.1080/02602938.2015.1083535
Maier, W., Wolf, N., & Randler, C. (2016). Effects of a computer-assisted formative assessment intervention based on multipletier diagnostic items and different feedback types. Computers & Education, 95, 85-98. 10.1016/j.compedu.2015.12.002
Maldonado, G. A., & Vega, E. M. (2015). Actitud de los estudiantes universitarios ante la plataforma moodle. Pixel-Bit. Revista de Medios y Educación, (47), 105-117. 10.12795/pixelbit.2015.i47.07
McLean, H. (2018). This is the way to teach: Insights from academics and students about assessment that supports learning. Assessment and Evaluation in Higher Education, 43(8), 1228-1240. 10.1080/02602938.2018.1446508
Mellar, H., Peytcheva-Forsyth, R., Kocdar, S., Karadeniz, A., & Yovkova, B. (2018). Addressing cheating in e-assessment using student authentication and authorship checking systems: Teachers’ perspectives. International Journal for Educational Integrity, 14, 2. 10.1007/s40979-018-0025-x
Miranda, L. F., Sánchez Buitrago, J. O., & Viloria, J. (2021). Environmental Sustainability in Higher Education: Mapping the Field. Revista Electrónica de Investigación Educativa, 23, e09. 10.24320/redie.2021.23.e09.4053
Mirza, H. S. (2021). University Teachers’ Perceptions of Online Assessment during the Covid-19 Pandemic in Lebanon. American Academic & Scholarly Research Journal, 13(1), 15. 10.5539/elt.v15n5p94
Molenaar, I., Horvers, A., & Dijkstra, R. (2019). Young Learners’ Regulation of Practice Behavior in Adaptive Learning Technologies. Frontiers in Psychology, 10, 2792. 10.3389/fpsyg.2019.02792
Nehring, N., & Dacey, S. (2021). Formative vs Summative Quizzes as Regular Feedback on Moodle in Computer Science Courses: Which do Students Prefer? Unitec ePress Occasional and Discussion Papers Series. 10.34074/ocds.090
Noorbehbahani, F., Mohammadi, A., & Aminazadeh, M. (2022). A systematic review of research on cheating in online exams from 2010 to 2021. Education and Information Technologies, 27, 8413-8460. 10.1007/s10639-022-10927-7
Pinto, M., & Leite, C. (2020). Digital technologies in support of students learning in higher education: Literature review. Digital Education Review, 37, 343-360. 10.1344/DER.2020.37.343-360
Poth, C. (2018). The contributions of mixed insights to advancing technology-enhanced formative assessments within higher education learning environments: An illustrative example. International Journal of Educational Technology in Higher Education, 15, 9. 10.1186/s41239-018-0090-5
Ross, S. (2019). Slack It to Me: Complementing LMS With Student-Centric Communications for the Millennial/Post-Millennial Student. Journal of Marketing Education, 41(2) 91-108. 10.1177/0273475319833113
Sáiz-Manzanares, M., Casanova, J., Lencastre, J., Almeida, L., & Martín-Antón, L. (2022). Student satisfaction with online teaching in times of COVID-19. Comunicar, 70, 35-45. 10.3916/C70-2022-03
Sánchez, M., & Castro, A. (2022). Mentorías para profesorado universitario ante la Covid-19: Evaluación de un caso. Campus Virtuales, 11(1), 181-200. 10.54988/cv.2022.1.1000
Schweighofer, J., Taraghi, B., & Ebner, M. (2019). Development of a Quiz Implementation of a (Self)Assessment Tool and its Integration in Moodle. International Journal of Emerging Technologies in Learning (iJET), 14(23), 141-151. 10.3991/ijet.v14i23.11484
Tai, J., Ajjawi, R., Bearman, M., Boud, D., Dawson, P., & Jorre de St Jorre, T. (2023). Assessment for inclusion: Rethinking contemporary strategies in assessment design. Higher Education Research & Development, 42(2), 483-497. 10.1080/07294360.2022.2057451
Torrano Montalvo, F., & González Torres, M. C. (2017). El aprendizaje autorregulado: Presente y futuro de la investigación. Electronic Journal of Research in Education Psychology, 2(3). 10.25115/ejrep.3.120
UNESCO (2020). COVID-19 response – Remote learning strategy: remote learning strategy as a key element in ensuring continued learning. UNESCO. https://d66z.short.gy/cn4CJo
Universitat de Barcelona (2008). Competències transversals de la UB. Barcelona: Vicerectorat de Política Docent de la UB. https://d66z.short.gy/WElbKf
Vaganova, O., Smirnova, Z., Vezetiu, E., Chelnokova, E., & Kutepov, M. (2020). Assessment tools in e-learning Moodle. International Journal of Advanced Trends in Computer Science and Engineering, 9(3), 2488-2492. 10.30534/ijatcse/2020/01932020
Vázquez-Horta, F. (2021). Competencias de enseñanza combinada en el posgrado mediante Moodle. Revista Iberoamericana de Investigación en Educación, 1(1). 88-99.
Villa, A. (2020). Competence-based learning: development and implementation in the university field. REDU. Revista de Docencia Universitaria, 18(1), 19-46. 10.4995/redu.2020.13015
Villarroel, V., & Bruna, D. (2019). ¿Evaluamos lo que realmente importa? El desafío de la evaluación auténtica en educación superior. Calidad en la Educación, 50, 492-509. 10.31619/caledu.n50.729
Winstone, N. E., & Boud, D. (2019). Developing Assessment Feedback: From Occasional Survey to Everyday Practice. In S. Lygo-Baker, I. M. Kinchin, & N. E. Winstone (Eds.), Engaging Student Voices in Higher Education (pp. 109-123). Springer International Publishing. 10.1007/978-3-030-20824-0_7
Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting Learners’ Agentic Engagement with Feedback: A Systematic Review and a Taxonomy of Recipience Processes. Educational Psychologist, 52(1), 17-37. 10.1080/00461520.2016.1207538
Altinpulluk, H., & Kesim, M. (2021). A systematic review of the tendencies in the use of learning management systems. Turkish Online Journal of Distance Education, 22, 40-54. 10.17718/tojde.961812
Balderas, A., De-La-Fuente-Valentin, L., Ortega-Gomez, M., Dodero, J. M., & Burgos, D. (2018). Learning management systems activity records for students’ assessment of generic skills. IEEE Access, 6, 15958-15968. 10.1109/ACCESS.2018.2816987
Baughan, P. (2020). On Your Marks: Learner-focused Feedback Practices and Feedback Literacy. Advance in Higher Education.
Bennett, S., Dawson, P., Bearman, M., Molloy, E. K., & Boud, D. J. (2017). How technology shapes assessment design: Findings from a study of university teachers. British Journal of Educational Technology, 48(2), 672-682. 10.1111/bjet.12439
Bhagat, K. K., & Spector, J. M. (2017). Formative Assessment in Complex Problem-Solving Domains: The Emerging Role of Assessment Technologies. Journal of Educational Technology & Society, 20(4), 312-317.
Biggs, J., & Tang, C. (2003). Teaching for quality learning at university: What the student does. The Society for Research into Higher Education and Open University Press.
Cano, E. (2019). Presentación del monográfico: Evaluación por Competencias en la Educación Superior: Buenas Prácticas ante los Actuales Retos. Revista Iberoamericana de Evaluación Educativa, 12(2), 5-8. 10.15366/riee2019.12.2.003
Cano, E., & Ion, G. (2012). Assessment practices at Catalan Universities: Towards a competencies-based model. Estudios Sobre Educación, 22, 155-177. 10.15581/004.22.2077
Cañadas, L. (2020). Evaluación formativa en el contexto universitario: Oportunidades y propuestas de actuación. Revista Digital de Investigación en Docencia Universitaria, 14(2), e1214. 10.19083/10.19083/ridu.2020.1214
Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment and Evaluation in Higher Education, 43(8), 1315-1325. 10.1080/02602938.2018.1463354
Casal Otero, L., & García Antelo, B. (2018). Una experiencia de formación del profesorado para implementar la evaluación entre pares en el campus virtual de la Universidad de Santiago de Compostela. Pixel-Bit. Revista De Medios Y Educación, (54), 125-144. 10.12795/pixelbit.2019.i54.07
De Miguel, M. (Dir). (2008). Modalidades de enseñanza centradas en el desarrollo de competencias. Orientaciones para promover el cambio metodológico en el EEES. MEC/Universidad de Oviedo. https://d66z.short.gy/6lLsnT
Elshami, W., Taha, M. H., Abuzaid, M., Saravanan, C., Al Kawas, S., & Abdalla, M. E. (2021). Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges. Medical Education Online, 26(1), 1920090. 10.1080/10872981.2021.1920090
Gamage, S. H. P. W., Ayres, J. R., & Behrend, M. B. (2022). A systematic review on trends in using Moodle for teaching and learning. International Journal of STEM Education, 9, 9. 10.1186/s40594-021-00323-x
García-Peñalvo, F. J., Corell, A., Abella-García, V., & Grande, M. (2020). Online assessment in higher education in the time of COVID-19. Education in the Knowledge Society, 21, 12. 10.14201/eks.23013
Gargallo-López, B., García-García, F. J., López-Francés, I., Jiménez Rodríguez, M. Á., & Moreno Navarro, S. (2020). La competencia aprender a aprender: valoración de un modelo teórico. Revista Española de Pedagogía, 78(276), 187-211. 10.22550/REP78-2-2020-05
Gillis, A., & Krull, L. M. (2020). COVID-19 Remote Learning Transition in Spring 2020: Class Structures, Student Perceptions, and Inequality in College Courses. Teaching Sociology, 48(4), 283-299. 10.1177/0092055X20954263
Grande-de-Prado, M., García-Peñalvo, F. J., Corell-Almuzara, A., & Abella-García, V. (2021). Evaluación en Educación Superior durante la pandemia de la COVID-19. Campus Virtuales, 10(1), 49-58.
Gros, B. (2018). La evolución del e-learning: del aula virtual a la red. RIED. Revista Iberoamericana de Educación a Distancia, 21(2), 69-82. 10.5944/ried.21.2.20577
Gulikers, J. T. M., Baartman, L. K. J., & Biemans, H. J. A. (2010). Facilitating Evaluations of Innovative, Competence-Based Assessments: Creating Understanding and Involving Multiple Stakeholders. Evaluation and Program Planning, 33(2), 120-127. 10.1016/j.evalprogplan.2009.07.002
Harper, R., Bretag, T., & Rundle, K. (2020). Detecting contract cheating: examining the role of assessment type. Higher Education Research & Development, 40(2), 263-278. 10.1080/07294360.2020.1724899
Heitink, M. C., Van der Kleij, F. M., Veldkamp, B. P., Schildkamp, K., & Kippers, W. B. (2016). A systematic review of prerequisites for implementing assessment for learning in classroom practice. Educational Research Review, 17, 50-62. 10.1016/j.edurev.2015.12.002
Hettiarachchi, S., Damayanthi, B., Heenkenda, S., Dissanayake, D., Ranagalage, M., & Ananda, L. (2021). Student Satisfaction with Online Learning during the COVID-19 Pandemic: A Study at State Universities in Sri Lanka. Sustainability, 13(21), 11749. 10.3390/su132111749
Husain, F. (2021). Digital Assessment Literacy: The Need of Online Assessment Literacy and Online Assessment Literate Educators. International Education Studies, 14(10), 65-76. 10.5539/ies.v14n10p65
Ibarra-Sáiz, M. S., Rodríguez-Gómez, G., & Boud, D. (2020). The quality of assessment tasks as a determinant of learning. Assessment and Evaluation in Higher Education, 46(6), 943-955. 10.1080/02602938.2020.1828268
JISC. (2022). Guide of principles of good assessment and feedback. JISC. https://d66z.short.gy/mgSHFP
Joia, L. A., & Lorenzo, M. (2021). Zoom In, Zoom Out: The Impact of the COVID-19 Pandemic in the Classroom. Sustainability, 13, 2531. 10.3390/su13052531
Kruiper, S., Martijn, A., Leenknecht, J. M., & Slof, B. (2022). Using Scaffolding Strategies to Improve Formative Assessment Practice in Higher Education. Assessment & Evaluation in Higher Education 47(3), 458-76. 10.1080/02602938.2021.1927981
Kumar, R. (2020). Assessing Higher Education in the COVID19. Brock Education. A journal of educational research and practice, 29(2) 37-41. 10.26522/brocked.v29i2.841
León-Gómez, A., Gil-Fernández, R., & Calderón-Garrido, D. (2021). Influence of COVID on the educational use of Social Media by students of Teaching Degrees. Education in the Knowledge Society, 22, e23623. 10.14201/eks.23623
Llorente, Y., Llovera, J. J., & Serra, R. (2022). Propuesta didáctica para el montaje y gestión de prácticas de laboratorio de física en modalidad e-learning empleando la plataforma Moodle. Referencia Pedagógica, 10, 117-128.
Lluch, L., Halbaut, L., & Cano, E. (2021). Herramientas online para la evaluación de competencias transversales en el Grado de Farmacia en contextos de docencia híbrida. En Research, technology and best practices in Education. EDUNOVATIC2021 – EDITED VOLUME (pp. 482-488). Editorial Adaya Press.
López-Pastor, V., & Sicilia-Camacho, A. (2017). Formative and shared assessment in higher education. Lessons learned and challenges for the future. Assessment and Evaluation in Higher Education, 42(1), 77-97. 10.1080/02602938.2015.1083535
Maier, W., Wolf, N., & Randler, C. (2016). Effects of a computer-assisted formative assessment intervention based on multipletier diagnostic items and different feedback types. Computers & Education, 95, 85-98. 10.1016/j.compedu.2015.12.002
Maldonado, G. A., & Vega, E. M. (2015). Actitud de los estudiantes universitarios ante la plataforma moodle. Pixel-Bit. Revista de Medios y Educación, (47), 105-117. 10.12795/pixelbit.2015.i47.07
McLean, H. (2018). This is the way to teach: Insights from academics and students about assessment that supports learning. Assessment and Evaluation in Higher Education, 43(8), 1228-1240. 10.1080/02602938.2018.1446508
Mellar, H., Peytcheva-Forsyth, R., Kocdar, S., Karadeniz, A., & Yovkova, B. (2018). Addressing cheating in e-assessment using student authentication and authorship checking systems: Teachers’ perspectives. International Journal for Educational Integrity, 14, 2. 10.1007/s40979-018-0025-x
Miranda, L. F., Sánchez Buitrago, J. O., & Viloria, J. (2021). Environmental Sustainability in Higher Education: Mapping the Field. Revista Electrónica de Investigación Educativa, 23, e09. 10.24320/redie.2021.23.e09.4053
Mirza, H. S. (2021). University Teachers’ Perceptions of Online Assessment during the Covid-19 Pandemic in Lebanon. American Academic & Scholarly Research Journal, 13(1), 15. 10.5539/elt.v15n5p94
Molenaar, I., Horvers, A., & Dijkstra, R. (2019). Young Learners’ Regulation of Practice Behavior in Adaptive Learning Technologies. Frontiers in Psychology, 10, 2792. 10.3389/fpsyg.2019.02792
Nehring, N., & Dacey, S. (2021). Formative vs Summative Quizzes as Regular Feedback on Moodle in Computer Science Courses: Which do Students Prefer? Unitec ePress Occasional and Discussion Papers Series. 10.34074/ocds.090
Noorbehbahani, F., Mohammadi, A., & Aminazadeh, M. (2022). A systematic review of research on cheating in online exams from 2010 to 2021. Education and Information Technologies, 27, 8413-8460. 10.1007/s10639-022-10927-7
Pinto, M., & Leite, C. (2020). Digital technologies in support of students learning in higher education: Literature review. Digital Education Review, 37, 343-360. 10.1344/DER.2020.37.343-360
Poth, C. (2018). The contributions of mixed insights to advancing technology-enhanced formative assessments within higher education learning environments: An illustrative example. International Journal of Educational Technology in Higher Education, 15, 9. 10.1186/s41239-018-0090-5
Ross, S. (2019). Slack It to Me: Complementing LMS With Student-Centric Communications for the Millennial/Post-Millennial Student. Journal of Marketing Education, 41(2) 91-108. 10.1177/0273475319833113
Sáiz-Manzanares, M., Casanova, J., Lencastre, J., Almeida, L., & Martín-Antón, L. (2022). Student satisfaction with online teaching in times of COVID-19. Comunicar, 70, 35-45. 10.3916/C70-2022-03
Sánchez, M., & Castro, A. (2022). Mentorías para profesorado universitario ante la Covid-19: Evaluación de un caso. Campus Virtuales, 11(1), 181-200. 10.54988/cv.2022.1.1000
Schweighofer, J., Taraghi, B., & Ebner, M. (2019). Development of a Quiz Implementation of a (Self)Assessment Tool and its Integration in Moodle. International Journal of Emerging Technologies in Learning (iJET), 14(23), 141-151. 10.3991/ijet.v14i23.11484
Tai, J., Ajjawi, R., Bearman, M., Boud, D., Dawson, P., & Jorre de St Jorre, T. (2023). Assessment for inclusion: Rethinking contemporary strategies in assessment design. Higher Education Research & Development, 42(2), 483-497. 10.1080/07294360.2022.2057451
Torrano Montalvo, F., & González Torres, M. C. (2017). El aprendizaje autorregulado: Presente y futuro de la investigación. Electronic Journal of Research in Education Psychology, 2(3). 10.25115/ejrep.3.120
UNESCO (2020). COVID-19 response – Remote learning strategy: remote learning strategy as a key element in ensuring continued learning. UNESCO. https://d66z.short.gy/cn4CJo
Universitat de Barcelona (2008). Competències transversals de la UB. Barcelona: Vicerectorat de Política Docent de la UB. https://d66z.short.gy/WElbKf
Vaganova, O., Smirnova, Z., Vezetiu, E., Chelnokova, E., & Kutepov, M. (2020). Assessment tools in e-learning Moodle. International Journal of Advanced Trends in Computer Science and Engineering, 9(3), 2488-2492. 10.30534/ijatcse/2020/01932020
Vázquez-Horta, F. (2021). Competencias de enseñanza combinada en el posgrado mediante Moodle. Revista Iberoamericana de Investigación en Educación, 1(1). 88-99.
Villa, A. (2020). Competence-based learning: development and implementation in the university field. REDU. Revista de Docencia Universitaria, 18(1), 19-46. 10.4995/redu.2020.13015
Villarroel, V., & Bruna, D. (2019). ¿Evaluamos lo que realmente importa? El desafío de la evaluación auténtica en educación superior. Calidad en la Educación, 50, 492-509. 10.31619/caledu.n50.729
Winstone, N. E., & Boud, D. (2019). Developing Assessment Feedback: From Occasional Survey to Everyday Practice. In S. Lygo-Baker, I. M. Kinchin, & N. E. Winstone (Eds.), Engaging Student Voices in Higher Education (pp. 109-123). Springer International Publishing. 10.1007/978-3-030-20824-0_7
Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting Learners’ Agentic Engagement with Feedback: A Systematic Review and a Taxonomy of Recipience Processes. Educational Psychologist, 52(1), 17-37. 10.1080/00461520.2016.1207538
Lluch-Molins, L., & Cano-García, E. (2024). Use of Virtual Campus Tools for Competences Assessment during Pandemics. Education in The Knowledge Society, 25, e30460. https://doi.org/10.14201/eks.30460
Downloads
Download data is not yet available.
+
−