Tipologías de estudiantes de Fisioterapia según el uso que hacen del campus virtual

  1. Mª Pilar Álvarez Vázquez
  2. Ana Álvarez-Méndez
  3. Carmen Bravo-Llatas
  4. Jesús Cristóbal Barrios
  5. Mª Teresa Angulo Carrere
Journal:
Revista d'innovació docent universitària: RIDU

ISSN: 2013-2298

Year of publication: 2020

Issue: 12

Pages: 74-81

Type: Article

DOI: 10.1344/RIDU2020.12.8 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista d'innovació docent universitària: RIDU

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  • Dialnet Métricas Cited by: 2 (25-02-2024)
  • Dimensions Cited by: 2 (25-02-2024)

Índice Dialnet de Revistas

  • Year 2020
  • Journal Impact: 0.150
  • Field: EDUCACIÓN Quartile: C3 Rank in field: 143/240

CIRC

  • Social Sciences: D

Dimensions

(Data updated as of 25-02-2024)
  • Total citations: 2
  • Recent citations (2 years): 0

Abstract

In this article we present the results obtained after processing the logs of the virtual space created for the subject “Human Anatomy III” (Physiotherapy Degree) in the Moodle platform. The analysis was performed using free software for statistical computing and RStudio graphics, an integrated development environment for R. A total of 19,611 logs, corresponding to the activity recorded in the 2017-2018 academic year were extracted, debugged and anonymized, to be analysed. The quantitative variables analysed were: the total number of visits to the virtualized course, the average of visits by weekday, by hours of the day and along the quarter, as well as the number of accesses to resources, self-assessments and URLs. In addition, the statistical analysis of the data was performed with the IBM SPSS v.25 software, analysing the relationship between the use of the virtual campus and academic performance. Non-parametric Spearman correlation tests and decision trees with two cut criteria were performed. The results obtained showed that the academic performance of the students of this subject is determined by their use of the virtual campus. Thus, it has been observed that students who failed (grades below 5 out of 10) had less activity on the Moodle platform, in all the variables analysed. By contrast, students with higher marks (grades between 8 and 10 out of 10) showed a significantly higher activity in the virtual space, especially in the number of visits and in the resources used.

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