learning - Academic Conferences Limited

Maria-Jesus Martinez-Argüelles et al.
During the teaching and learning process, the student counts with the tutor's and the teacher's direct
support. The latter is the one that teaches in the virtual classroom, accompanies the student in the
development of the teaching and learning process acting both as a facilitator of the educative activity
and as expert on the subject he/she is teaching.
The UOC's evaluation system is based upon the combination of an educational and time-continuous
evaluation, with a final evaluation. The continuous evaluation is based on a series of proposed
evaluation tests -continuous evaluation test (PAC)- that are carried out on a time-continuous basis.
To this point, the theoretical basis of this study and the context in which it has been developed have
been described. It follows the empirical analysis and its results.
3. Implementation
It is in the context of research on processes of feedback with the aim to promote construction of
knowledge and regulation of learning, still rather incipient in eLearning environments, where this study
takes shape. Thus, attaining the objectives proposed in the context of this article will allow us to get
results at two different levels: on the one hand, efficiency for the teachers and, on the other hand,
efficacy for the students (performance). In this context, considering costs and benefits of
implementing personalized feedback, it is necessary to question its usefulness, in order to extend it to
other subjects or studies. With the aim to analyse the impact that has the incorporation of
personalized feedback to the solution of activities and correction of exercises during the continuous
evaluation process, and to make available several technological methodologies as well as their
feasibility, diverse pilot tests have been designed according to the following criteria: groups of
reduced dimensions (maximum 35 students) per subject have been chosen in order to ensure the
teacher's adequate dimensioned task. Subjects have been selected according to the sort of
knowledge (structural dimension of feedback) and diverse methodology, apart from considering
teachers with different aptitudes, assessing the action's transversality and its possible extension to all
of the subjects in the degree. The involved subjects, all of them from the Degree in Business
Administration, were: Introduction to business (01.500), Statistics essentials (01.501), Behaviour of
economic aggregates (01.508), Economic structure (01.510) and Introduction to accountability
(01.520). As pointed out, there was a will to find subjects covering different fields of the degree. From
applied economy (Economic structure and Behaviour of economic aggregates) to more
methodological subjects (Statistics essentials), including accountancy subjects (Introduction to
accountability) and business organization subjects (Introduction to business) (see detail in table 1).
Table 1: Summary charter of forecasts made in each subject when carrying out the pilot test
Subject
Introduction
to
accountability
Statistics
essentials
Economic
structure
Behaviour of
economic
aggregates
Introduction
to business
In all the
activities?
Yes, with
different levels
of intensity
Yes, with
different levels
of intensity
Yes, with
different levels
of intensity
Yes, with
different levels
of intensity
Yes, with
different levels
of intensity
To whom?
PAC1 to everyone. To
the rest, depending on
the results (D, C- and
C+ enough to
everyone) and to the
rest depending on the
errors and evolution
Depending on marks
categories: C+, C- and
D.
PAC1 to everyone. To
the rest, depending on
the results and needs.
To everyone with a
weak mark and
especially to those
who fail
PAC1 to everyone, to
the rest depending of
results and needs
Level of
personalization
Individual
Depending on
the type of error
made
Individual
How? Proposal of feedback
PAC1/PAC2:
audio and/or
textual. The rest
video or screenshots
The most difficult
(PAC2/PAC3):Ca
ptures and video.
To the rest
text/audio.
Video and/or
audio
Depending on
Captures/video/te
the type of error
xt/audio
made
459
Individual Video/text/audio
To correct errors and
guide/improve the
learning process
To correct errors and
guide/improve the
learning process
Firstly, to motivate.
Secondly, to correct
errors and
guide/improve the
learning process
To correct errors and
re-orient/improve the
learning process
To correct errors and
re-orient/improve the
learning process and
to motivate