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dc.contributor.authorGarcía Peñalvo, Francisco José 
dc.contributor.authorGarcía Holgado, Alicia 
dc.contributor.authorVázquez Ingelmo, Andrea 
dc.contributor.authorSánchez-Prieto, José Carlos 
dc.date.accessioned2021-02-23T08:55:03Z
dc.date.available2021-02-23T08:55:03Z
dc.date.issued2021
dc.identifier.citationGarcía-Peñalvo, F. J., García-Holgado, A., Vázquez-Ingelmo, A., & Sánchez-Prieto, J. C. (2021). Planning, Communication and Active Methodologies: Online Assessment of the Software Engineering Subject during the COVID-19 Crisis. RIED. Revista Iberoamericana de Educación a Distancia, 24(2). https://doi.org/10.5944/ried.24.2.27689es_ES
dc.identifier.urihttp://hdl.handle.net/10366/145320
dc.description.abstract[EN]The coronavirus pandemic has had a high impact worldwide. The health crisis has not only had an impact on people's own health and on health systems, but has also affected other areas. In the educational context, the lockdown measures implemented by different governments have challenged the learning ecosystem. In the case of higher education in Spain, with a strong attendance factor in most public universities, face-to-face classes were interrupted after a month in the second term, ending the academic year in the online mode. This change has meant a great effort on the teachers’ side to transform the face-to-face teaching into the online approach, which in many cases has meant quite a comprehensive new design of the subject, changing the evaluation process and the methodologies used. This work presents a success case of online assessment developed in the Software Engineering I subject of the Degree in Computer Engineering at the University of Salamanca. The objective is to show how the previous use of active methodologies and the integration of educational technologies in classroom-based teaching facilitates the transformation of assessment to an online or blended approach while maintaining a high degree of student involvement and satisfaction. After presenting a comparison between the face-to-face approach and the adaptation to the online approach, an analysis is made of the learning results and student satisfaction concerning previous academic years. The results show that the change of approach has not reduced the satisfaction results obtained in previous courses. In terms of learning outcomes, there is an overall increase in the grades obtained by students in all assessment items.es_ES
dc.format.mimetypeapplication/pdf
dc.language.isoenges_ES
dc.rightsAtribución-NoComercial-CompartirIgual 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/*
dc.subjectComputer sciencees_ES
dc.subjecte-Learninges_ES
dc.subjectHigher educationes_ES
dc.subjectOnline assessmentes_ES
dc.subjectTeaching experiencees_ES
dc.subjectTeaching methodes_ES
dc.titlePlanning, Communication and Active Methodologies: Online Assessment of the Software Engineering Subject during the COVID-19 Crisises_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.relation.publishversionhttps://doi.org/10.5944/ried.24.2.27689
dc.subject.unesco1203.17 Informáticaes_ES
dc.subject.unesco58 Pedagogíaes_ES
dc.identifier.doi10.5944/ried.24.2.27689
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.journal.titleRIED. Revista Iberoamericana de Educación a Distanciaes_ES
dc.volume.number24es_ES
dc.issue.number2es_ES
dc.type.hasVersioninfo:eu-repo/semantics/submittedVersiones_ES


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Atribución-NoComercial-CompartirIgual 4.0 Internacional
Except where otherwise noted, this item's license is described as Atribución-NoComercial-CompartirIgual 4.0 Internacional