How to Teach Online? Recommendations for the assessment of online exams with University students in the USA in times of pandemic

JUAN RIVERA-MATA

doi:10.46661/ijeri.5003

Autores/as

JUAN RIVERA-MATA University of Maryland Global Campus (UMGC)

DOI:

https://doi.org/10.46661/ijeri.5003

Palabras clave:

Online, exámenes, copiar, plagio

Resumen

Evaluamos 350 estudiantes de negocios de una Universidad de EE.UU., comparando notas en exámenes online y presencial, diferencias en tipo de estudiante y clase y posible impacto de copiar. Tras un estudio básico estadístico (T-Student y correlaciones) encontramos que diferencias en tipo de estudiante y clase son más relevantes que en notas en exámenes online respecto a presenciales. Estos resultados están en línea con la literatura existente y no esperamos que se copie más en los exámenes online que en los presenciales. Justificamos esto ante la realidad, ampliamente documentada, de que el copiar es una realidad ampliamente presente de forma previa a la pandemia en múltiples países; 50%-85% de los estudiantes universitarios en EE.UU. y otros países reconocen que han copiado al menos una vez. Copiar no es un problema específico de los exámenes online. Enseñanza y exámenes online traen nuevos retos y oportunidades. Recomendamos re-evaluar los métodos pedagógicos y usar más evaluaciones continuadas. Códigos de conducta, algoritmos de identificación de copias, analítica de datos de los sistemas de gestión del aprendizaje para las evaluaciones y los sistemas online de detección de copiar disponibles para revisar exámenes online (Turnitin y similares) reducen la posibilidad de copiar. Ayudemos a los estudiantes a comprender la importancia del aprender sobre las notas. Nosotros debemos aprender más rápidamente a enseñar online para estar a su mismo nivel digital. Mientras más cerca estemos de los estudiantes, mejor los evaluaremos y, más importante, contribuiremos más y mejor a su aprendizaje y educación.

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