EVALUACIÓN A DISTANCIA EN INSTITUCIONES DE EDUCACIÓN SUPERIOR EN UCRANIA
Estudio de caso
DOI:
https://doi.org/10.32813/2179-1120.2023.v16.n1.a933Palabras clave:
E-learning, Avaluació a distància, COVID-19Resumen
Este estudio narra la implementación de la evaluación remota durante la educación pandémica de COVID-19 en las instituciones de educación superior de Ucrania, basado en las reflexiones de 600 estudiantes y 150 educadores. Se agregaron y analizaron una amplia gama de experiencias de estudiantes y profesores de instituciones de educación superior ucranianas. Los datos fueron recolectados a través de la encuesta Google Forms. La investigación se centra en la experiencia ucraniana con la implementación de diseños de aprendizaje pandémicos, soluciones tecnológicas, sistemas de evaluación y medidas de integridad académica. El estudio actual también analiza las diversas intervenciones tecnológicas para la enseñanza, el aprendizaje y la evaluación que se han introducido o continuado en las instituciones de educación superior de todo el mundo, y cómo pueden haber ayudado a reducir la probabilidad de que los estudiantes cometan malas conductas durante el aprendizaje a distancia de emergencia de la pandemia. El resultado principal implica que es necesario abordar los problemas de la evaluación en línea, las trampas y el plagio en múltiples niveles, lo que incluye impulsar el conocimiento y la ética de los estudiantes; superar la resistencia de la parte conservadora de los participantes en el proceso educativo a las innovaciones educativas debido al nivel relativamente bajo de su dominio de las tecnologías educativas modernas; capacitar a las maestras para detectar métodos de engaño; y aplicar severas sanciones a quienes incurran en tales prácticas.
Métricas
Citas
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