Bibliographic citations
Vega, J., Vitale, W. (2022). Creencias y atribuciones causales de docentes y estudiantes del primer año de la carrera de Administración y Marketing de una universidad privada sobre las evaluaciones durante la educación remota de emergencia [Trabajo de investigación, Universidad Peruana de Ciencias Aplicadas (UPC)]. http://hdl.handle.net/10757/661309
Vega, J., Vitale, W. Creencias y atribuciones causales de docentes y estudiantes del primer año de la carrera de Administración y Marketing de una universidad privada sobre las evaluaciones durante la educación remota de emergencia [Trabajo de investigación]. PE: Universidad Peruana de Ciencias Aplicadas (UPC); 2022. http://hdl.handle.net/10757/661309
@mastersthesis{renati/1293244,
title = "Creencias y atribuciones causales de docentes y estudiantes del primer año de la carrera de Administración y Marketing de una universidad privada sobre las evaluaciones durante la educación remota de emergencia",
author = "Vitale Machado, Washington Daniel",
publisher = "Universidad Peruana de Ciencias Aplicadas (UPC)",
year = "2022"
}
At the beginning of 2020, face-to-face education became remote, which involved making use of the digital technological tools available to achieve it. These changes were sudden and occurred at great speed. Given this situation, several authors agreed that the evaluations in this context should be reviewed and, eventually, adjusted to the new normal that was being presented in order to corroborate that the students were developing the expected competencies. The objective of this study was to explore the beliefs of teachers and students of the first cycles of a private university about remote evaluations in the context of the health emergency. This research was carried out from a qualitative approach with a phenomenological approach using some of the tools of thematic analysis. Seventeen semi-structured interviews were carried out (nine with teachers and eight with students). After the analysis, it was found that the students perceived the evaluations as less stressful, despite the fact that they did not have previous experience in this type of virtual exams; On the other hand, the teachers pointed out that the evaluations were more demanding in their elaboration process. On the other hand, both parties agreed that, from their perception, the relationship between teacher and student was difficult, since they could not see or interact directly, which made feedback difficult for them. Finally, they also agreed that the risk of plagiarism increased in synchronous virtual assessments due to the ease provided by technology (Internet and social networks) during the exams.
This item is licensed under a Creative Commons License