| dc.contributor.author | Pérez-Marín, Diana | |
| dc.contributor.author | Hijón-Neira, Raquel | |
| dc.contributor.author | Santacruz-Valencia, Liliana Patricia | |
| dc.date.accessioned | 2024-02-05T08:44:57Z | |
| dc.date.available | 2024-02-05T08:44:57Z | |
| dc.date.issued | 2016 | |
| dc.identifier.citation | Diana Pérez-Marín, Raquel Hijón-Neira & Liliana Santacruz (2016) Active learning through collaborative knowledge building using an automatic free-text scoring system in a b-learning environment, Behaviour & Information Technology, 35:7, 572-585, DOI: 10.1080/0144929X.2016.1171398 | es |
| dc.identifier.issn | 0144-929X | |
| dc.identifier.uri | https://hdl.handle.net/10115/29594 | |
| dc.description | According to active learning, students should be responsible for their own learning. Automatic free-text scoring allows teachers to provide open-ended questions with their correct answers to a computer system, so when students answer the questions, they get immediate feedback (a score, a comment, or both). However, teachers are usually overloaded with many tasks, and they may not have time to create the questions with the correct answers. Therefore, in the 2012/2013 academic year, we asked a group of 124 Pre-Primary and Primary Education students to become the creators of the questions and their correct answers in groups in a free-text scoring system, so the questions use learners’ language, not teachers’ language. From them, 41 students (group of involved students, GIS) fulfilled all the requirements during the course. Our hypothesis was that GIS would be able to increase their academic performance and levels of engagement compared to the rest of the students. The results gathered provide statistic evidence to support that hypothesis. This study pretends to help teachers who want to increase the academic performance and levels of engagement of their students in courses that they may find boring and unrelated to the main topic of their degree, or not directly related with their main academic interests. | es |
| dc.description.abstract | En el año académico 2012/2013, pedimos a un grupo de 124 estudiantes de Infantil y Primaria que crearan preguntas y sus respuestas correctas en grupos en un sistema de puntuación de texto libre. De ellos, 41 estudiantes (grupo de estudiantes involucrados, GEI) cumplieron con todos los requisitos durante el curso. La hipótesis era que los estudiantes serían capaces de aumentar su rendimiento académico y niveles de compromiso en comparación con el resto de los estudiantes. Los resultados obtenidos proporcionan evidencia estadística para apoyar esa hipótesis. Este estudio pretende ayudar a los profesores que quieran aumentar el rendimiento académico y los niveles de compromiso de sus estudiantes en cursos que puedan encontrar aburridos y no relacionados con el tema principal de su grado, o no directamente relacionados con sus principales intereses académicos. | es |
| dc.language.iso | eng | es |
| dc.publisher | Taylor & Francis | es |
| dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
| dc.subject | Free-text scoring | es |
| dc.subject | active learning | es |
| dc.subject | collaborative knowledge building | es |
| dc.subject | blended learning | es |
| dc.subject | computer-assisted education | es |
| dc.title | Active learning through collaborative knowledge building using an automatic free-text scoring system in a b-learning environment. | es |
| dc.type | info:eu-repo/semantics/article | es |
| dc.identifier.doi | 10.1080/0144929X.2016.1171398 | es |
| dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internacional