Uso de cámaras web en evaluaciones sumativas en la educación superior: contexto virtual
DOI:
https://doi.org/10.35362/rie9726360Palabras clave:
rendimiento académico, comportamiento digital, zoom, curva de aprendizaje, entorno virtualResumen
La pandemia de la Covid-19 obligó a que los procesos de educación superior se adaptaran a la virtualidad de inmediato, a pesar de no tener las herramientas digitales correctamente implementadas. Una de las metodologías más utilizadas para medir el nivel de aprendizaje de un estudiante es la prueba escrita. Ante esta situación, el objetivo principal del estudio fue medir la relación del uso de las cámaras web con el desempeño académico en pruebas escritas de estudiantes universitarios. Se recolectaron 1518 resultados de pruebas de conocimiento, donde al 50.5% de estudiantes se les permitió mantener la cámara web apagada y al 49.5% restante se les solicitó encender la cámara web para rendir su examen de manera sincrónica. Además, se analizó la relación con distintas variables como: género, tiempo, materia cursada, año de estudio y tipo de prueba. Obteniéndose como resultado principal que el uso sincrónico de la cámara web durante las evaluaciones estuvo relacionado con la reducción del 5.5% del promedio de notas logradas respecto al escenario sin cámara web. Además, hubo una mayor nota promedio (2%) por parte de las mujeres en ambos escenarios. Una conclusión preliminar sugiere que la observación virtual a modo de supervisión durante pruebas escritas a distancia, sincrónicas, tendría influencia en el desempeño de los estudiantes.
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