The objective of this report was to describe the significant role that the objective formative assessment plays in learning a language. To do this, the information and data were displayed to prove if the use of objective formative assessment is an appropriate way to increase language learning. Data was collected with a questionnaire that covered individuals' perception of exams, mid-term exams, short-practice-exams / quizzes, self-evaluations, and exercises with scores. The frequency statistical test was used to measure the individuals' level of approval. The Likert scale was used to collect the perception of the subjects. The graphics, the median, and the mode were used to prove the tendency since this was a non-parametric test and the scales were ordinal. Sampling was selected randomly. 117 from a total population of 500. They were students from Veracruz who have been studying English at the Language Center in Xalapa. All of them have been studying English for more than one year. Results showed that individuals perceive that objective summative assessment is not the best way to learn. On the contrary, individuals perceived that objective formative assessment was better to learn languages. Simulating exams and quizzes, as well as exercises, were preferable. Implementations of objective formative assessment activities could be a strategy for improving learning, lower the stress, and prepare students for real objective summative examinations.
Tras la emergencia de la contingencia COVID, la impartición de clases presenciales fue imposible y la emigración a la modalidad virtual presentó retos para los docentes, los cuales tuvieron que adaptarse a los medios tecnológicos. Sin embargo, se prefiere la capacitación en el uso de las TIC para evitar inconsistencias al diseñar e implementar procesos innovadores. Esto nos lleva a la necesidad de los docentes de adaptarse a nuevas modalidades, implementaciones innovadoras, uso de recursos, aplicaciones móviles, manejo de diseño instruccional y uso de dispositivos tanto portátiles como de escritorio. Por lo tanto, con esta experiencia, se necesita reflexionar, evaluar y ejecutar acciones para prepararse en el uso de las TIC no solo para enfrentar contingencias, sino para aumentar la distribución del aprendizaje, implementar procesos innovadores de aprendizaje, mejorar el uso de los recursos digitales y estar en concordancia con la generación venidera, la cual tiene en su mayoría el dominio de esta tecnología que evoluciona constantemente.
This study inquired about the use of cameras in the remote teaching video conference and the students’ perceptions of privacy. Participants were students studying for a bachelor’s degree in the English Language at the Universidad Veracruzana who were exposed to remote teaching with the use of videoconferencing platforms. The research had a mixed-method approach. A semi-structured interview was conducted to collect qualitative data and the survey collected ordinal data using the non-parametric method. Tendency graphics showed the ranks for each topic and students’ perceptions, and participants' quotations derived from the interview. Results showed privacy was not the students’ concern, but the ISP, which affected the appropriate image transference. Findings described that improving social interaction is essential when cameras are turned on, but students preferred saving wideband for audioconference. No perception of abuse or invasion of privacy using cameras was shown, but most preferred cameras to be turned off.
El problema de investigación es la dificultad de los profesores y estudiantes para incorporar la tecnología en el proceso de enseñanza y aprendizaje. El objetivo de esta investigación cuantitativo descriptivo de intervención es conocer el impacto que tiene la propuesta didáctica de presentar que el uso del video tiene otro alcance didáctico como la práctica de alguna temática específica para complementar el contenido a trabajar dentro o fuera del salón de clases a través de una plataforma educativa. La metodología consistió en una intervención en dos grupos, se aplicó una encuesta después de la intervención para evaluar la accesibilidad y entorno de la plataforma. Encontrando que la propuesta resultó motivante y fortalece la enseñanza y el aprendizaje; concluyendo la importancia de generar ambientes virtuales y herramientas digitales a pesar de la limitación de condiciones técnicas por parte de la institución
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