Perspectivas de la educación terciaria superior: evaluación de las técnicas de evaluación electrónica de la plataforma Blackboard para lograr equidad y confiabilidad
DOI:
https://doi.org/10.24310/ijtei.101.2024.17813Palabras clave:
Técnicas de Evaluación, Sistema de Gestión de Aprendizaje Blackboard, Técnicas Electrónicas, Fiabilidad y Equidad, Percepciones Estudiantiles, Educación TerciariaResumen
La rápida transformación digital en el sector educativo ha impulsado un cambio hacia métodos de evaluación en línea, planteando preguntas sobre su eficacia, aceptación y equidad. Este estudio exploró las percepciones de los estudiantes con respecto a las técnicas de evaluación electrónica facilitadas por el Sistema de Gestión de Aprendizaje Blackboard. Utilizando un diseño de investigación cuantitativa descriptiva, se seleccionaron aleatoriamente 400 participantes de una institución terciaria para asegurar una representación variada. Los datos se recopilaron metódicamente a través de un cuestionario personalizado compuesto por 20 ítems, divididos en tres factores principales, para capturar percepciones detalladas sobre múltiples facetas de la evaluación electrónica. El análisis reveló que las tareas semanales eran el método preferido para las evaluaciones digitales entre los estudiantes, seguido de cerca por preguntas en tiempo real durante las clases. Otras técnicas, como exámenes cortos y foros de discusión en grupo, fueron menos prevalentes, y los exámenes finales tradicionales fueron los menos preferidos. Además, hubo una alta receptividad general hacia los métodos de evaluación electrónica, con una confianza moderada en su equidad y fiabilidad. Estas percepciones permanecieron notablemente consistentes independientemente del género o la disciplina académica. Tales hallazgos enfatizan el papel pivotal de las plataformas de evaluación electrónica en la configuración del panorama académico, insinuando su significado sostenido en futuros paradigmas educativos. A partir de estos hallazgos, se han presentado varias implicaciones pedagógicas, acompañadas de una delimitación de las limitaciones del estudio y recomendaciones subsiguientes para investigaciones futuras.
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