Persona:
Gil Jaurena, Inés

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0000-0001-7045-0689
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Gil Jaurena
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Inés
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2008 - 200912010 - 201912020 - 20222
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Mostrando 1 - 4 de 4
  • Miniatura
    Publicación
    The Impact of Rapid Adoption of Online Assessment on Students’ Performance and Perceptions: Evidence from a Distance Learning University
    (Academic Publishing International Limited, 2022) Domínguez Figaredo, Daniel; Gil Jaurena, Inés; Morentin Encina, Javier
    One of the most sensitive changes faced by universities due to the COVID-19 crisis was the remote assessment of student learning. This research analysed the case of a massive distance learning university that rapidly changed the final assessment (N=126,653 undergraduate students in 2020) from face-to-face exams to entirely online exams. The research focused on the influence of online assessment on academic performance and students’ perception of the new method. Two data sources were used: the contrast of academic performance indicators (assessment, success and achievement rates, and average marks obtained) between the online examination call and the previous ones with face-to-face examinations; and a questionnaire to a sample of students (n=714) on their perception of the online assessment experience. The results show that all the academic performance indicators in the 28 Bachelor Degrees offered at the university increased when the final assessment method turned to online due to the pandemic crisis; and that a majority of students are more favourable to online assessment methods. The discussion places these findings in a context of rapid change, and concludes by identifying the possible implications of online assessment for student retention, organisational challenges, as well as possible further studies.
  • Miniatura
    Publicación
    El enfoque intercultural en la Educación Primaria : una mirada a la práctica escolar
    (Universidad Nacional de Educación a Distancia (España). Facultad de Educación. Departamento de Métodos de Investigación y Diagnóstico en Educación I (MIDE 1), 2008-10-28) Gil Jaurena, Inés; Aguado Odina, Teresa
  • Miniatura
    Publicación
    Learning outcomes based assessment in distance higher education. A case study
    (Taylor & Francis, 2020-04-26) Gil Jaurena, Inés; Domínguez Figaredo, Daniel
    This study focuses on an analysis of assessment methods according to expected learning outcomes in courses taught at the Universidad Nacional de Educación a Distancia (UNED) in Spain. Based on the European Higher Education Area and its learning-centred approach, the TALOE webtool has been used to analyse the internal coherence of 10 Bachelor’s and Master’s courses. The TALOE tool was developed in a European project and is free and publically available. The article gives a detailed explanation of how the courses’ analysis has been carried out. The results indicate that, in general, the courses analysed are internally coherent. Nevertheless, we do indicate the mismatches in both the way the learning outcomes are written and the choice of assessment methods, conditioned by the mass character of certain courses. Finally, we give an example of improvements made in a course and we evaluate the utility of the TALOE tool in course design.
  • Miniatura
    Publicación
    Validation of the Spanish version of the 'Community of Inquiry' survey
    (Servicio de Publicaciones, Universidad de Murcia., 2019-04) Ballesteros Velázquez, Belén::virtual::2828::600; Gil Jaurena, Inés::virtual::2829::600; Morentin Encina, Javier::virtual::2830::600; Ballesteros Velázquez, Belén; Gil Jaurena, Inés; Morentin Encina, Javier; Ballesteros Velázquez, Belén; Gil Jaurena, Inés; Morentin Encina, Javier; Ballesteros Velázquez, Belén; Gil Jaurena, Inés; Morentin Encina, Javier
    We present the study of the reliability and validity of the 'Community of Inquiry' (CoI) survey in its Spanish version. The CoI model conceives teaching-learning in on-line environments as a process of inquiry, through which the participants collaborate in the discourse and critical reflection to build personal knowledge and reach a mutual understanding. Consequently, the CoI model identifies the presence of three dimensions: a) the cognitive presence, referred to the degree to which the participants are capable of constructing meaning and knowledge through continuous communication, reflection and discussion; b) the social presence, defined as the ability of participants to identify with the community, communicate and develop interpersonal relationships; c) the teaching presence, referred to the design, guidance and direction, on the part of the faculty, of cognitive and social processes with the purpose of achieving significant learning results in the students. The validation of the survey in the context of Spanish distance learning shows satisfactory results from the point of view of construct validity and reliability as internal consistency, ( > 0.90 for each dimension), confirming the usefulness and interest of this instrument in investigations that seek to analyze and improve the development of educational processes through communities of inquiry.