Métricas alternativas
Métrica
Palabras clave
academic performance
impact evaluation
higher education
teaching-learning enseñanza virtual
rendimiento académico
evaluación de impacto
enseñanza universitaria
enseñanza-aprendizaje
Cómo citar
Resumen
La evolución constante de la tecnología ha modificado la economía de las familias, empresas y países, como también de la educación, en relación con los modos tradicionales de enseñanza-aprendizaje a uno mediados al uso de la tecnología. En tal sentido el presente estudio tuvo como objetivo, estimar el impacto o efecto causal de la aplicación de la enseñanza virtual sobre el rendimiento académico universitario en el segundo y tercer semestre en la carrera de Economía de la Universidad Autónoma Gabriel René Moreno (Santa Cruz – Bolivia) en el periodo 2019-2020, la metodología utilizada es de un enfoque econométrico de evaluación de impactos, el método aplicado es de Difference in Difference. Los resultados estimados indican que la enseñanza virtual tuvo incidencia de 19.10 % sobre el rendimiento académico universitario, además el efecto sobre la mujer es +0.0035 % superior al hombre, la inclusión de otras variables estado y control, modifica en términos absolutos la variable de interacción de 19.10 % a 18.30 %, el efecto dinámico para el 2020 es 18.33 %. Se concluye, la aplicación de la enseñanza virtual como política educativa en la educación superior tuvo una incidencia positiva y significativa sobre el rendimiento universitario para el periodo de análisis.
Citas
Abadie, A. (2005). Semiparametric difference-in-differences estimators. The review of economic studies,, 72(1), 1-19. Obtenido de https://bit.ly/4dRNGfo
Aguayo, R., Lizarraga, C., & Quiñones, Y. (2021). Evaluación del desempeño académico en entornos virtuales utilizando el modelo PNL. Revista Ibérica de Sistemas e Tecnologias de Informação, 41, 34-49. https://doi.org/10.17013/risti.41.34–49
Alhamed, A. (2023). The link among academic stress, sleep disturbances, depressive symptoms, academic performance, and the moderating role of resourcefulness in health professions students during COVID-19 pandemic. Journal of Professional Nursing(46), 83-91. https://doi.org/10.1016/j.profnurs.2023.02.010
Allen, E., & Seaman , J. (2011). Going the distance: Online education in the United States, 2011. Newburyport, MA 01950: Sloan Consortium. PO Box 1238. Obtenido de https://bit.ly/3yyOmWO
Amin, A., Rabiei, M., Amirkhiz, S., & Shomoossi, N. (2024). We are still to learn from our learners: A hidden curriculum developed during the covid-19 pandemic. Teaching and Teacher Education(137), 104390. https://doi.org/10.1016/j.tate.2023.104390
Anderson , T. (2008). The Theory and Practice. Canada: AU PRESS, Atjabasca University. Obtenido de https://bit.ly/44UtRQu
Ashenfelter, O., & Card, D. (1984). Using the longitudinal structure of earnings to estimate the effect of training programs. The Review of Economics and Statistics, 67(4), 648-660. Obtenido de https://bit.ly/3WUkbU0
Balti, R., Hedhili, A., Chaari, W., & Abed, M. (2023). Hybrid analysis of the learner’s online behavior based on learning style. Education and Information Technologies, 28(10), 12465-12504. https://doi.org/10.1007/s10639-023-11595-x
Bertrand, M., Duflo, E., & Mullainathan, S. (2004). How much should we trust differences-in-differences estimates? he Quarterly journal of economics, 119(1), 249-275. Obtenido de https://bit.ly/3wOmPAd
Bucea-Manea-Țoniş, R., Bucea-Manea-Țoniş, R., Simion, V., Ilic, D., Braicu, C., & Manea, N. (2020). Sustainability in higher education: The relationship between work-life balance and XR e-learning facilities. Sustainability, 12(14), 5872. https://doi.org/10.3390/su12145872
Cameron, A., & Trivedi, P. (2005). Microeconometrics: methods and applications. Cambridge university press.
Carvalho, F. V. (2015). Trabalho em equipe, Aprendizagem Cooperativa e Pedagogia da Cooperação. São Paulo: Scortecci.
Cataldo, A., Bravo-Adasme, N., Araya, P., & Ormeño, V. (2023). Why university students are technostressed with remote classes: Study-Family conflict, satisfaction with university life, and academic performance. Telematics and Informatics(80), 101982. https://doi.org/10.1016/j.tele.2023.101982
Cervero, A., Castro-Lopez, A., Álvarez-Blanco, L., Esteban, M., & Bernardo, A. (2020). Evaluation of educational quality performance on virtual campuses using fuzzy inference systems. Plos one, 15(5), e0232802. https://doi.org/10.1371/journal.pone.0232802
Chamorro-Atalaya, O., Olivares-Zegarra, S., Atoche-Wong, R., Anton-De los Santos, M., Fierro-Bravo, M., Ruiz-Carrasco, K., & Chávez-Herrera, C. (2022). Academic Performance before and during the State of Emergency due to Covid-19: Analysis from the Perspective of Distance Education. International Journal of Learning, Teaching and Educational Research, 21(7), 366-378. https://doi.org/10.26803/ijlter.21.7.19
Chatha, N., & Qayyum, Z. (2023). A comparison of academic and clinical assessments between endodontic residents receiving in‐person versus virtual instruction. Journal of Dental Education, 87(5), 599-605. https://doi.org/10.1002/jdd.13160
Chavez, O., León, C., Valencia-Vivas, G., & Sobero, F. (2023). La Educación Virtual en Tiempos de Pandemia y su Relación con el Rendimiento Académico. Revista Ibérica de Sistemas e Tecnologias de Informação, E(62), 320-332. Obtenido de https://bit.ly/3wPl3yH
Clair, T., & Cook, T. (2015). Difference-in-differences methods in public finance. National Tax Journal, 68(2), 319-338. https://doi.org/10.17310/ntj.2015.2.04
Cudzik, J. N. (2024). Artificial intelligence in architectural education-green campus development research. Global Journal of Engineering Education, 26(1), 20-25. Obtenido de https://bit.ly/44UZIR2
Downes, S. (2012). Connectivism and connective knowledge: Essays on meaning and learning networks. National Research Council Canada. Obtenido de https://bit.ly/3VbeCiW
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The internet and higher education, 2(2-3), 87-105. https://doi.org/10.1016/S1096-7516(00)00016-6
Gertler, P., Martínez, S., Premand, P., Rawlings, L., & Vermeersch, C. (2017). La evaluación de impacto en la práctica. Washington, DC: World Bank Publications.
Gil-Vera, V., & Quintero-Lopez, C. (2023). Analysis of variables associated with academic performance on online university courses. Formación Universitaria, 16(4), 33-42. https://doi.org/10.4067/S0718-50062023000400033
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
Herrador-Alcaide, T., Hernández-Solís, M., & Hontoria, J. (2020). Online learning tools in the era of m-learning: Utility and attitudes in accounting college students. Sustainability, 12(12), 5171. https://doi.org/10.3390/su12125171
Holmberg, B. (2005). Theory and practice of distance education. Routledge.
Imbens W, G., & Wooldridge J, M. (2009). Recent developments in the econometrics of program evaluation. Journal of economic literature, 47(1), 5-86. Obtenido de https://bit.ly/3R0tn5w
Johnson, D. W., & Johnson, R. T. (1987). Learning together and alone: Cooperative, competitive, and individualistic learning. Prentice-Hall, inc.
Jonassen, D. (1999). Designing constructivist learning environments. En Instructional-design theories and models: A new paradigm of instructional theory (págs. 215-239). In C. Reigeluth, (Ed.). Obtenido de https://bit.ly/44XpN1Z
Jouali, Y. T. (2024). IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT) AND THE KNOWLEDGE ECONOMY ON ECONOMIC GROWTH: AN ANALYTICAL APPROACH BASED ON THE ARDL MODEL. Journal of Theoretical and Applied Information Technology, 102(4), 1513-1525. Obtenido de https://bit.ly/3R0Cpjb
Liu, Z., Alimbekov, A., Glushkov, S., & Ramazanova, L. (2023). Modern Tendency to Practice-Oriented Learning. In MENDEL, 29(2), 155-161. https://doi.org/10.13164/mendel.2023.2.155
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S Departament of Education. Obtenido de https://bit.ly/3wQVk97
Merrill, M. D. (2012). First principles of instruction (Vol. 50). John Wiley & Sons. Obtenido de https://bit.ly/3X0AFu9
Montero, R. G. (2022). Chilean university students’ satisfaction with online learning during COVID-19 pandemic: demonstrating the two-layer methodology. Frontiers in Psychology(13), 887891. https://doi.org/10.3389/fpsyg.2022.887891
Otifi, H., Hassan, H., & Andarawi, M. (2023). Evaluation of the effect of COVID-19 mandated shift to virtual teaching on medical students' performance at King Khalid University, Abha. Journal of Taibah University Medical Sciences, 18(2), 331-336. https://doi.org/10.1016/j.jtumed.2022.09.005
Perkins, D. N., & Salomon, G. (1992). Transfer of learning. International encyclopedia of education, 2, 6452-6457. Obtenido de https://bit.ly/4dXq4G7
Predescu, S., Caramihai, S., & Moisescu, M. (2023). Impact of VR Application in an Academic Context. Applied Sciences, 13(8), 4748. https://doi.org/10.3390/app13084748
Radianti, J., Majchrzak, T., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778
Shen, J., Qi, H., Mei, R., & Sun, C. (2024). A comparative study on the effectiveness of online and in-class team-based learning on student performance and perceptions in virtual simulation experiments. BMC Medical Education, 24(1), 1-9. https://doi.org/10.1186/s12909-024-05080-3
Simonson , M., Smaldino, S., & Zvacek, S. (2015). TEACHING AND LEARNING AT A DISTANCE: Foundations of Distance Educaction (Sixth ed.). United States of America: IAP. Obtenido de https://bit.ly/3yyYm2o
Spooner, J., MacNevin, W., & Grantmyre, J. (2023). Impact of virtual education on urology education during the COVID-19 pandemic. Canadian Urological Association Journal(17), 8. https://doi.org/10.5489/cuaj.8232
Torres Martín, C., Acal, C., El Homrani, M., & Mingorance Estrada, A. (2021). Impact on the virtual learning environment due to COVID-19. Sustainability, 13(2), 582. https://doi.org/10.3390/su13020582
UNESCO. (2015). Replantear la educación¿ Hacia un bien común mundial? Paris: UNESCO. Obtenido de https://bit.ly/3wKXAyN
Wen, P., Lu, F., & Mohamad Ali, A. Z. (2024). Using attentional guidance methods in virtual reality laboratories reduces students’ cognitive load and improves their academic performance. Virtual Reality, 25(2), 110. https://doi.org/10.1007/s10055-024-01012-0
Williams, D. (2016). The future of medical education: flipping the classroom and education technology. Ochsner Journal, 16(1), 14-15. Obtenido de https://bit.ly/3wCFrmQ
Zambrano Vacacela, L. L. (2020). Uso de la Tecnología de la Información y Comunicación en educación virtual y su correlación con la Inteligencia Emocional de docentes en el Ecuador en contexto COVID-19. Revista Ibérica de Sistemas e Tecnologias de Informação, 40, 31-44. https://doi.org/10.17013/risti.40.31–44
Zhao, L. D. (2024). Effect of the case-based learning method combined with virtual reality simulation technology on midwifery laboratory courses: A quasi-experimental study. International Journal of Nursing Sciences, 11(1), 76-82. https://doi.org/10.1016/j.ijnss.2023.12.009
Zhou, j. (2024). Virtual Reality Revolutionizing Digital Marketing Design and Optimization of Online English Teaching in Universities with Wireless Network Technology Support in the Context of 5G. Computer-Aided Design and Applications(21), 248-258. https://doi.org/10.14733/cadaps.2024.S4.248-258
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Derechos de autor 2024 Pixel-Bit. Revista de Medios y Educación