Aprendizaje activo en la educación superior de ingeniería: un decálogo para diseñar quizzes online post-clase
DOI:
https://doi.org/10.5944/ried.45498Palabras clave:
aprendizaje activo, estrategia de aprendizaje, quiz en línea, examen posterior a la clase, ingeniería, Bipolar LadderingResumen
Los quizzes son una valiosa herramienta entre las diversas estrategias de aprendizaje activo en la educación superior. En contextos de aprendizaje a distancia se utilizan con frecuencia para evaluar el nivel de conocimientos de los estudiantes, fomentar su participación y apoyar la retención de conocimientos o el rendimiento académico. Existen numerosos estudios sobre los quizzes en general, y los quizzes pre-clase, existiendo escasa investigación empírica sobre los quizzes post-clase. Este artículo analiza las experiencias de estudiantes de Ingeniería en Tecnologías de Información y Comunicación (TIC) con quizzes online post-clase semanales en una asignatura de gestión. Los participantes realizaron un quiz de un solo intento, calificado automáticamente, en el Sistema de Gestión del Aprendizaje (en inglés, LMS) Moodle de la institución después de cada unidad temática. Completada la experiencia de usuario del alumnado, se llevó a cabo una investigación cualitativa mediante la herramienta Bipolar Laddering (BLA), diseñada para extraer las percepciones positivas y negativas del alumnado sobre el modelo de quizzes implementado. En general, nuestro análisis muestra que los estudiantes consideran los quizzes online post-clase una valiosa estrategia de aprendizaje activo, especialmente útil para la preparación de exámenes. Los encuestados percibieron que los quizzes semanales fomentan tanto el engagement como el aprendizaje autónomo. Basándose en las observaciones de los estudiantes, los investigadores formularon diez recomendaciones de diseño, que podrían orientar el desarrollo de los quizzes online post-clase eficaces que se pueden implementar fácilmente tanto en contextos de aprendizaje remoto como presencial.
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Derechos de autor 2026 Dubravka Novkovic, Ricardo Torres Kompen, Josep Petchamé
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