English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Tools annual

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Presents the access of premium content as premium feature

Premium Content

Global: Zendy Plus annual

Global: Zendy Free Plan

El aprendizaje centrado en el estudiante lo ayuda a motivarse y a fortalecer su habilidad para resolver problemas. El hecho de que los estudiantes se enfoquen mas en una nota final que en su proceso de aprendizaje no necesariamente implica que aprenderan. El proposito de esta investigacion fue evaluar las actividades en linea y los examenes del curso Control de Calidad, impartido durante el tercer cuatrimestre del 2011, asi como encontrar una relacion entre estas actividades y el aprendizaje, rendimiento y motivacion de los estudiantes.En total 31 estudiantes tomaron el curso, el cual fue evaluado a traves de evaluacion sumativa, autoevaluacion, una encuesta, corroboracion del desempeno de los estudiantes y analisis estadistico. La participacion en el “foro de cafeteria” implico una mejor nota en el primero y segundo examen (Spearman 0,78; 0,78). Ademas, las personas que leyeron las rubricas del proyecto de investigacion y el caso a resolver, obtuvieron mejores notas (Spearman 0,90; 0,79), pero no hubo correlacion entre las participaciones de los estudiantes en el foro de cafeteria y la nota final del curso (Spearman 0,26).La autoevaluacion y encuesta mostraron que los estudiantes aprendieron solo un 54% y 53% respectivamente de lo que se esperaba. Se noto un descontento general y un bajo rendimiento. Se recomienda utilizar la evaluacion alternativa, organizar los temas y materiales del curso de manera diferente, poner mas atencion a los estudiantes que mas lo necesitan, animarlos a participar, y monitorear el rendimiento de los estudiantes la proxima vez que se imparta el curso. ABSTRACT Student-centered learning helps students motivate themselves and straighten their ability to learn and solve problems. The fact that the students focus more on a final grade than their learning process does not necessarily help them learn. The purpose of this investigation was to evaluate the e-activities and tests of a Quality Control course taught during the third term of 2011 at the Costa Rican Distance State University (UNED), and to find a relationship between them and the students’ motivation, performance and knowledge. A total of 31 students took the course, which was evaluated through summative evaluation, self evaluation, a survey, corroboration of the student’s performance and statistical analyses. Participation in the “cafeteria forum” implied better grades in their first and second exam (Spearman 0,78; 0,78). Those who read the rubrics of the investigation project and the case to solve, got better grades (Spearman 0,90; 0,79), but there was no correlation among the participations of the students in the platform and the final grades of the course (0,26). Self evaluation and the survey showed students learned only 54% and 53%, respectively, of what was expected. A general discomfort and bad performance was found. It is recommended to turn to alternative evaluation, organize themes and materials of the course in a different way, pay more attention to students with greater need, encourage them to participate and to monitor student’s performance next time this course is taught.

cuadernos de investigación uned/cuadernos de investigación uned

E-activities of a Quality Control course, and their effect on the motivation, knowledge and performance of students at the Costa Rican Distance State University