Evaluación educativa de los estudiantes en una red social en línea
Un estudio en la educación superior
DOI:
https://doi.org/10.35362/rie640410Palavras-chave:
redes sociales en línea; software libre; formación en línea; evaluación educativa.Resumo
Los sistemas que guardan a lo largo del tiempo las interacciones entre los estudiantes y los profesores son una auténtica mina de oro que nos permite predecir el rendimiento académico de los alumnos. Gracias a esta anticipación, el personal docente puede detectar fallos en el sistema de enseñanza-aprendizaje y mejorar la eficiencia, la objetividad y la transparencia del proceso de evaluación. Para llevar a cabo esta investigación, 183 alumnos del primer curso de grado en Ciencias del Deporte, de la Universidad Politécnica de Madrid, utilizaron una red social en línea, desarrollada con software libre, como entorno virtual de aprendizaje de la asignatura de Estadística y tic. Durante el cuatrimestre se analizaron las más de 65.000 actividades realizadas por los estudiantes para mejorar su proceso de evaluación y crear las bases de un sistema experto que apoye, en un futuro, esta labor del personal docente.
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Referências
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Banu, R. K. y Ravanan, R. (2012). «A study on data mining in e-learning. Empowering students education through social networks–. A novel approach». International Conference on Education and e-Learning Innovations (iceeli), pp.1-6.
Beck, J. y otros (2004). «Workshop on analyzing student-tutor interaction logs to improve educational outcomes», en J. C. Lester, R. M. Vicari y F. Paraguaçu (eds.), Intelligent Tutoring Systems, Held at the 7th Annual Intelligent Tutoring Systems Conference, Maceio, Brazil. Lecture Notes in Computer Science, p. 909.
Bharadwaj, B. K. y Pal, S. (2011). «Mining educational data to analyze students’ performance». International Journal of Advance Computer Science and Applications, 2(6), pp. 63-69.
Blanch-Mur, C., Rey-Abella, F. y Folch-Soler, A. (2006). «Nivel de conducta académica deshonesta entre los estudiantes de una escuela de ciencias de la salud». Enfermería Clínica, 16(2), pp. 57-61.
Bosch, T. E. (2009). «Using online social networking for teaching and learning: Facebook use at the University of Cape Town». Communicatio: South African Journal for Communication Theory and Research, 35(2), pp. 185-200.
Bray, M. (2007). The shadow education system: private tutoring and its implications for planners. París: unesco.
Carnevale, D. (2006). «E-mail is for old people». The Chronicle of Higher Education, 53(7), A27-A29.
Chapman, K. J. y otros (2004). «Academic integrity in the business school environment: I’ll get by with a little help from my friends». Journal of Marketing Education, 26(3), pp. 236-249.
Cheung, C. M. K. y Lee, M. K. O. (2010). «A theoretical model of intentional social action in online social networks». Decision Support Systems, 49(1), pp. 24-30.
Cheung, C. M. K., Chiu, P. y Lee, M. K. O. (2011). «Online social networks: Why do students use Facebook?» Computers in Human Behavior, 27(4), pp. 1.337-1.343.
Comisión Europea (2008). The use of ICT to support innovation and lifelong learning for all – A report on progress. Commission Staff Working Document.
Davidson, C. N. y Goldberg, D. T. (2009). The future of learning institutions in a digital age. Cambridge, ma: mit Press. Disponible en: http://mitpress.mit.edu/9780262513593.
DeAndrea, D. C. y otros (2009). «The relationship between cheating behavior and sensation-seeking». Personality and Individual Differences, 47(8), pp. 944-947.
Diekstra, R. (2013). «El aprendizaje social y emocional: las habilidades para la vida». Entrevista realizada por Elsa Punset en Redes, 26 de mayo. Disponible en: www.rtve.es/television/20130522/aprendizaje-social-emocional-habilidades-para-vida/669382.shtml
Eastman, K. L., Eastman, J. K. e Iyer, R. (2008). «Academic dishonesty: an exploratory study examining whether insurance students are different from other college students». Risk Management and Insurance Review, 11(1), 209-226.
Fass, R. A. (1990). «Cheating and plagiarism», en W. W. May (ed.), Ethics and higher education. Nueva York: Macmillan Publishing Company and American Council on Education, pp. 170-84.
Gemmill, E. y Peterson, M. (2006). «Technology use among college students: Implications for student affairs professionals». Journal of Student Affairs Research and Practice, 43(1), pp. 280-300.
Giner-Pons, R. M., Blazquez-Ferrer, M. A. y Manez-Alino, S. (2011). «Facebook as an educational tool in pharmacognosy». Basic & Clinical Pharmacology & Toxicology, 109, pp. 65.
Grimes, P. W. (2004). «Dishonesty in academics and business: A cross-cultural evaluation of student attitudes». Journal of Business Ethics, 49(3), pp. 273-290.
Hew, K. F. (2011). «Students’ and teachers’ use of Facebook». Computers in Human Behavior, 27(2), pp. 662-676.
Heyneman, S. P. (2004). «Education and corruption». Journal of Educational Development, 24, pp. 637-648.
— (2007). «Higher education and social cohesion: Introduction to the Open File». Prospects, 37(3), pp. 291-92.
Junco, R., Heibergert, G. y Loken, E. (2011). «The effect of Twitter on college student engagement and grades». Journal of Computer Assisted Learning, 27(2), pp. 119-132.
Kidwell, L. A., Wozniak, K. y Laurel, J. P. (2003). «Student reports and faculty perceptions of academic dishonesty». Teaching Business Ethics, 7(3), pp. 205-211.
Klein, H. A. y otros (2007). «Cheating during the college years: How do business school students compare?» Journal of Business Ethics, 72(2), pp. 197-206.
Kosinski, M., Stillwell, D. y Graepel, T. (2013). «Private traits and attributes are predictable from digital records of human behavior». Proceedings of the National Academy of Sciences of the United States of America, 110(15), pp. 5802-5805.
Lawson, R. A. (2004). «Is classroom cheating related to business students’ propensity to cheat in the “real world”?» Journal of Business Ethics, 49(2), pp. 189-199.
Legg, A. M. y Wilson, J. H. (2009). «E-mail from professor enhances student motivation and attitudes». Teaching Of Psychology, 36(3), pp. 205-211.
Madge. C. y otros (2009). «Facebook, social integration and informal learning at university: “It is more for socialising and talking to friends about work than for actually doing work”». Learning, Media and Technology, 34(2), pp. 141-155.
Mason, R. (2006). «Learning technologies for adult continuing education». Studies in Continuing Education, 28(2), pp. 121-33.
McCabe, D. L., Butterfield, K. D. y Treviño, L. K. (2006). «Academic dishonesty in graduate business programs: Prevalence, causes, and proposed action». Academy of Management Learning & Education, 5(3), pp. 294-305.
Moore, K. y McElroy, J. C. (2012). «The influence of personality on Facebook usage, wall postings, and regret». Computers in Human Behavior, 28(1), pp. 267-274.
Mori, I. (2007). Student Expectations Study. Coventry: Joint Information Systems Committee. Disponible en: www.jisc.ac.uk/media/documents/publications/studentexpectations.pdf.
Mostow, J. y Beck, J. (2006). «Some useful tactics to modify, map and mine data from intelligent tutors». Natural Language Engineering, 12(2), pp. 195-208.
Nonis, S. y Swift, C. O. (2001). «An examination of the relationship between academic dishonesty and workplace dishonesty: A multicampus investigation». Journal of Education for Business, 77(2), pp. 69-77.
Park, C. (2003). «In other (people’s) words: plagiarism by university students-literature and lessons». Assessment & Evaluation In Higher Education, 28(5), pp. 471-488.
Rakovski, C. C. y Levy, E. S. (2007). «Academic dishonesty: perceptions of business students». College Student Journal, 41(2), pp. 466-481.
Romero, C. y Ventura, S. (2006). Data mining in e-learning. Southampton, uk: Wit Press.
Romero, C. y otros (2009). «Evolutionary algorithms for subgroup discovery in e-learning: A practical application using Moodle data». Expert Systems with Applications, 36(2), pp. 1632-244.
Salaway, G., Caruso, J. B. y Nelson M. R. (2007). The ecar study of undergraduate students and information technology. Boulder, co: educause. Disponible en: www.educause.edu/ir/library/pdf/ers0706/rs/ERS0706w.pdf.
Simkin, M. G. y McLeod, A. (2010). «Why do college students cheat?» Journal of Business Ethics, 94(3), pp. 441-453.
Smith, K. J. y otros (2002). «A structural modeling investigation of the influence of demographic and attitudinal factors and in-class deterrents on cheating behavior among accounting majors». Journal of Accounting Education, 20(1), pp. 45-65.
Tazghini, S. y Siedlecki, K. L. (2013). «A mixed method approach to examining Facebook use and its relationship to self-esteem». Computers in Human Behavior, 29(3), pp. 827-832.
Whitley, B. E. (1998). «Factors associated with cheating among college students: A review». Research in Higher Education, 39(3), pp. 235-274.
Yadav, S. K., Bharadwaj, B. K. y Pal, S. (2011). «Data mining applications: A comparative study for predicting student’s performance». International Journal of Innovative Technology and Creative Engineering, 1(12), 13-19.
Yu, A. Y. y otros (2010). «Can learning be virtually boosted? An investigation of online social networking impacts». Computers & Education, 55(4), pp. 1.494-1.503.
Baird, J. S. (1980). «Current trends in college cheating». Psychology in the Schools, 17(4), pp. 515-522.
Banu, R. K. y Ravanan, R. (2012). «A study on data mining in e-learning. Empowering students education through social networks–. A novel approach». International Conference on Education and e-Learning Innovations (iceeli), pp.1-6.
Beck, J. y otros (2004). «Workshop on analyzing student-tutor interaction logs to improve educational outcomes», en J. C. Lester, R. M. Vicari y F. Paraguaçu (eds.), Intelligent Tutoring Systems, Held at the 7th Annual Intelligent Tutoring Systems Conference, Maceio, Brazil. Lecture Notes in Computer Science, p. 909.
Bharadwaj, B. K. y Pal, S. (2011). «Mining educational data to analyze students’ performance». International Journal of Advance Computer Science and Applications, 2(6), pp. 63-69.
Blanch-Mur, C., Rey-Abella, F. y Folch-Soler, A. (2006). «Nivel de conducta académica deshonesta entre los estudiantes de una escuela de ciencias de la salud». Enfermería Clínica, 16(2), pp. 57-61.
Bosch, T. E. (2009). «Using online social networking for teaching and learning: Facebook use at the University of Cape Town». Communicatio: South African Journal for Communication Theory and Research, 35(2), pp. 185-200.
Bray, M. (2007). The shadow education system: private tutoring and its implications for planners. París: unesco.
Carnevale, D. (2006). «E-mail is for old people». The Chronicle of Higher Education, 53(7), A27-A29.
Chapman, K. J. y otros (2004). «Academic integrity in the business school environment: I’ll get by with a little help from my friends». Journal of Marketing Education, 26(3), pp. 236-249.
Cheung, C. M. K. y Lee, M. K. O. (2010). «A theoretical model of intentional social action in online social networks». Decision Support Systems, 49(1), pp. 24-30.
Cheung, C. M. K., Chiu, P. y Lee, M. K. O. (2011). «Online social networks: Why do students use Facebook?» Computers in Human Behavior, 27(4), pp. 1.337-1.343.
Comisión Europea (2008). The use of ICT to support innovation and lifelong learning for all – A report on progress. Commission Staff Working Document.
Davidson, C. N. y Goldberg, D. T. (2009). The future of learning institutions in a digital age. Cambridge, ma: mit Press. Disponible en: http://mitpress.mit.edu/9780262513593.
DeAndrea, D. C. y otros (2009). «The relationship between cheating behavior and sensation-seeking». Personality and Individual Differences, 47(8), pp. 944-947.
Diekstra, R. (2013). «El aprendizaje social y emocional: las habilidades para la vida». Entrevista realizada por Elsa Punset en Redes, 26 de mayo. Disponible en: www.rtve.es/television/20130522/aprendizaje-social-emocional-habilidades-para-vida/669382.shtml
Eastman, K. L., Eastman, J. K. e Iyer, R. (2008). «Academic dishonesty: an exploratory study examining whether insurance students are different from other college students». Risk Management and Insurance Review, 11(1), 209-226.
Fass, R. A. (1990). «Cheating and plagiarism», en W. W. May (ed.), Ethics and higher education. Nueva York: Macmillan Publishing Company and American Council on Education, pp. 170-84.
Gemmill, E. y Peterson, M. (2006). «Technology use among college students: Implications for student affairs professionals». Journal of Student Affairs Research and Practice, 43(1), pp. 280-300.
Giner-Pons, R. M., Blazquez-Ferrer, M. A. y Manez-Alino, S. (2011). «Facebook as an educational tool in pharmacognosy». Basic & Clinical Pharmacology & Toxicology, 109, pp. 65.
Grimes, P. W. (2004). «Dishonesty in academics and business: A cross-cultural evaluation of student attitudes». Journal of Business Ethics, 49(3), pp. 273-290.
Hew, K. F. (2011). «Students’ and teachers’ use of Facebook». Computers in Human Behavior, 27(2), pp. 662-676.
Heyneman, S. P. (2004). «Education and corruption». Journal of Educational Development, 24, pp. 637-648.
— (2007). «Higher education and social cohesion: Introduction to the Open File». Prospects, 37(3), pp. 291-92.
Junco, R., Heibergert, G. y Loken, E. (2011). «The effect of Twitter on college student engagement and grades». Journal of Computer Assisted Learning, 27(2), pp. 119-132.
Kidwell, L. A., Wozniak, K. y Laurel, J. P. (2003). «Student reports and faculty perceptions of academic dishonesty». Teaching Business Ethics, 7(3), pp. 205-211.
Klein, H. A. y otros (2007). «Cheating during the college years: How do business school students compare?» Journal of Business Ethics, 72(2), pp. 197-206.
Kosinski, M., Stillwell, D. y Graepel, T. (2013). «Private traits and attributes are predictable from digital records of human behavior». Proceedings of the National Academy of Sciences of the United States of America, 110(15), pp. 5802-5805.
Lawson, R. A. (2004). «Is classroom cheating related to business students’ propensity to cheat in the “real world”?» Journal of Business Ethics, 49(2), pp. 189-199.
Legg, A. M. y Wilson, J. H. (2009). «E-mail from professor enhances student motivation and attitudes». Teaching Of Psychology, 36(3), pp. 205-211.
Madge. C. y otros (2009). «Facebook, social integration and informal learning at university: “It is more for socialising and talking to friends about work than for actually doing work”». Learning, Media and Technology, 34(2), pp. 141-155.
Mason, R. (2006). «Learning technologies for adult continuing education». Studies in Continuing Education, 28(2), pp. 121-33.
McCabe, D. L., Butterfield, K. D. y Treviño, L. K. (2006). «Academic dishonesty in graduate business programs: Prevalence, causes, and proposed action». Academy of Management Learning & Education, 5(3), pp. 294-305.
Moore, K. y McElroy, J. C. (2012). «The influence of personality on Facebook usage, wall postings, and regret». Computers in Human Behavior, 28(1), pp. 267-274.
Mori, I. (2007). Student Expectations Study. Coventry: Joint Information Systems Committee. Disponible en: www.jisc.ac.uk/media/documents/publications/studentexpectations.pdf.
Mostow, J. y Beck, J. (2006). «Some useful tactics to modify, map and mine data from intelligent tutors». Natural Language Engineering, 12(2), pp. 195-208.
Nonis, S. y Swift, C. O. (2001). «An examination of the relationship between academic dishonesty and workplace dishonesty: A multicampus investigation». Journal of Education for Business, 77(2), pp. 69-77.
Park, C. (2003). «In other (people’s) words: plagiarism by university students-literature and lessons». Assessment & Evaluation In Higher Education, 28(5), pp. 471-488.
Rakovski, C. C. y Levy, E. S. (2007). «Academic dishonesty: perceptions of business students». College Student Journal, 41(2), pp. 466-481.
Romero, C. y Ventura, S. (2006). Data mining in e-learning. Southampton, uk: Wit Press.
Romero, C. y otros (2009). «Evolutionary algorithms for subgroup discovery in e-learning: A practical application using Moodle data». Expert Systems with Applications, 36(2), pp. 1632-244.
Salaway, G., Caruso, J. B. y Nelson M. R. (2007). The ecar study of undergraduate students and information technology. Boulder, co: educause. Disponible en: www.educause.edu/ir/library/pdf/ers0706/rs/ERS0706w.pdf.
Simkin, M. G. y McLeod, A. (2010). «Why do college students cheat?» Journal of Business Ethics, 94(3), pp. 441-453.
Smith, K. J. y otros (2002). «A structural modeling investigation of the influence of demographic and attitudinal factors and in-class deterrents on cheating behavior among accounting majors». Journal of Accounting Education, 20(1), pp. 45-65.
Tazghini, S. y Siedlecki, K. L. (2013). «A mixed method approach to examining Facebook use and its relationship to self-esteem». Computers in Human Behavior, 29(3), pp. 827-832.
Whitley, B. E. (1998). «Factors associated with cheating among college students: A review». Research in Higher Education, 39(3), pp. 235-274.
Yadav, S. K., Bharadwaj, B. K. y Pal, S. (2011). «Data mining applications: A comparative study for predicting student’s performance». International Journal of Innovative Technology and Creative Engineering, 1(12), 13-19.
Yu, A. Y. y otros (2010). «Can learning be virtually boosted? An investigation of online social networking impacts». Computers & Education, 55(4), pp. 1.494-1.503.
Como Citar
García-González, J. (2014). Evaluación educativa de los estudiantes en una red social en línea: Un estudio en la educación superior. Revista Ibero-Americana De Educação, 64, 127–141. https://doi.org/10.35362/rie640410
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2014-01-01
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