Docencia presencial, on-line o mixta: ¿Qué herramientas pedagógicas son mejor valoradas por el alumnado?

Abstract

The implementation of the Bologna process in Spanish universities, which has been active for a decade as of this academic year, facilitated the implementation of multiple teaching methodologies where numerous Information and Communication Technologies (ICTs) and e-learning tools have had a place. Thus, at this point, an analysis ought to be carried out of the impact that their use may have had on the teaching-learning process for the students. The results from such study will allow selecting the tools that could potentially optimize the results of the aforementioned process. Once the best ones among them have been identified, and taking into account their face-to-face or online nature, it will be posible to make a proposal of which teaching methodologies will lead to the best results in three possible scenarios: face-to-face, online or mixed teaching. While most reaserach in this field focuses on the academic performance as the main output to optimize, measured through the student's qualification, the present work aims at taking the student’s opinion into consideration. Therefore, the perception of the students with regards to some pedagogical tools is assessed in this work. Specifically, two tools have been selected: one face-to-face tool (an Audience Response Tool, H.R.A.) and another e-learning one (a hypermedia container) that, logically, does not require attendance. The data collection required for its posterior analysis was carried out through an ad-hoc questionnaire presented to the students of a degree offered by the University of Valencia,. The first results reflect a better reception to H.R.A., with a higher average score (higher than 8), although e-learning is postulated useful for self-evaluation.