¿Leen los Universitarios las Encuestas de Evaluación del Profesorado Cuando se Aplican Incentivos por Participación? Una Aproximación Empírica

Matosas-López, Luis; Romero-Ania, Alberto; Cuevas-Molano, Elena

doi:10.15366/reice2019.17.3.006

Cited by 5 publications

(5 citation statements)

References 49 publications

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“…Respecto a la reducida participación de los estudiantes en la encuesta final, creemos que es por la tónica general a participar en encuestas de evaluación cuando no se aplican incentivos (Galbraith & Merril, 2012;Matosas-López et al, 2019). Proponemos para futuras experiencias proporcionar la encuesta en el momento de finalizar la parte de discusión, para que antes de abandonar el aula los estudiantes dejen su respuesta, entendida como una parte propia de la actividad.…”

Section: Discussionunclassified

Simulación Clínica en El Grado en Fisioterapia

Martín-Nogueras

Llamas-Ramos²,

Bermejo‐Gil

2023

RIPADOC

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La simulación clínica es una estrategia para integrar en procesos enseñanza-aprendizaje previos a la práctica clínica. Se caracteriza por facilitar el aprendizaje en entornos seguros, presentar efectos positivos frente a métodos convencionales y un buen nivel de aceptación entre estudiantes. El objetivo de este trabajo es describir una actividad de simulación clínica virtual en la asignatura Fisioterapia en reumatología y afecciones del raquis. Consistió en la presentación de un caso real sobre razonamiento clínico en dolor de hombro durante una sesión (3 horas) en grupos (10-12 estudiantes) para promover el razonamiento clínico; correlacionar datos clínicos e interpretar pruebas complementarias; y destacar la comunicación como alianza terapéutica. Se estructuró en tres partes: presentación (prebriefing), desarrollo (briefing) y debate reflexivo (debriefing). La satisfacción de los estudiantes fue registrada mediante una encuesta con escalas Likert. Se recogieron 32 encuestas. Los estudiantes mostraron alto grado de acuerdo respecto a metodología, objetivos y dinámica de la actividad. Casi todos recomendarían la simulación clínica y todos volverían a participar. Destacaron el proceso de reflexión y la aplicabilidad profesional. La simulación clínica virtual en dicha asignatura es viable, satisfactoria para profesores y estudiantes y mejora la capacidad reflexiva, las actitudes y la adquisición de competencias del título.

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Section: Discussionunclassified

Simulación Clínica en El Grado en Fisioterapia

Martín-Nogueras

Llamas-Ramos²,

Bermejo‐Gil

2023

RIPADOC

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“…Despite this, there are also authors, and studies, that use BARS to measure teaching effectiveness [ 44 , 67 ]. Here stand up investigations comparing BARS-type instruments with other sorts of questionnaires [ 45 , 93 ], or research on the practical application and distribution of these surveys [ 33 , 94 ]; however, there are few comprehensive studies on the validity and reliability of BARS questionnaires.…”

Section: Discussionmentioning

confidence: 99%

“…However, despite there are studies on the use of BARS for the assessment of teaching effectiveness and even several studies examining some psychometric attributes [ 43 , 44 , 45 ], none of these investigations analyze comprehensively the psychometric properties of these questionnaires for the appraisal of teaching effectiveness in online and blended learning methodologies.…”

Section: Introductionmentioning

confidence: 99%

Assessing Teaching Effectiveness in Blended Learning Methodologies: Validity and Reliability of an Instrument with Behavioral Anchored Rating Scales

Matosas-López

Cuevas-Molano

2022

Behavioral Sciences

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The evaluation of teaching effectiveness in blended learning methodologies is usually carried out using Likert-type questionnaires; however, instruments with Behavioral Anchored Rating Scales (BARS) are sometimes employed for this purpose. This paper examines the validity and reliability of an instrument with BARS designed to assess teaching effectiveness in blended learning environments, within the university setting. The research involves a sample of 1436 students from a medium size university in Spain. Using this sample (n = 1436), the authors carry out a psychometric study that consists of four phases: (1) comprehension validity analysis, (2) construct validity analysis, (3) confirmation of construct validity, and (4) analysis of the instrument reliability. The findings provide satisfactory values for all the parameters analyzed (for instance: Variance explained = 77.61%; RMSEA = 0.042; or Cronbach’s alpha = 0.956), indicating that the BARS instrument examined is perfectly valid and reliable for the appraisal of teaching effectiveness in blended learning methodologies. The authors conclude that this paper fills an important gap in the literature by presenting an instrument that, thanks to the use of behavioral scales, facilitates this task in the university context.

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“…For a confidence level of 98% set by the authors, and assuming that the value of P is equal to Q, the maximum accepted sampling error is 3.90%. A sampling error below 5% provides the study with sufficient statistical significance to draw conclusions about the general population [68].…”

Section: Sample and Participantsmentioning

confidence: 99%

Quality Control Systems in Higher Education Supported by the Use of Mobile Messaging Services

et al. 2019

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This study breaks away from the immobility experienced by quality control systems in higher education. The authors, following the Sustainable Development Goals (SDGs) on quality education set by the United Nations, propose a questionnaire delivery system through mobile messaging services that overcomes the problem of the low response rates of students for these surveys. The research follows an experimental design, is developed over three years, and involves 811 subjects who are distributed in two groups: an experimental group, in which the questionnaires are delivered through mobile messaging services, and a control group. The researchers examine the existence of differences in response rates through a descriptive comparative exploration between the two groups, also applying the Student’s t-test to evaluate the significance of the findings. The results reveal that the rates for the experimental group are not only higher than those achieved for the control group but are also significant. The authors conclude that the delivery of surveys through mobile messaging services significantly increases response rates. This fact improves the representativity of the information collected and meets the goals of the quality control system with greater certainty.

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¿Leen los Universitarios las Encuestas de Evaluación del Profesorado Cuando se Aplican Incentivos por Participación? Una Aproximación Empírica

Cited by 5 publications

References 49 publications

Simulación Clínica en El Grado en Fisioterapia

Simulación Clínica en El Grado en Fisioterapia

Assessing Teaching Effectiveness in Blended Learning Methodologies: Validity and Reliability of an Instrument with Behavioral Anchored Rating Scales

Quality Control Systems in Higher Education Supported by the Use of Mobile Messaging Services

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