Análisis multivariante del uso de espacios virtualizados por estudiantes pregraduados en Ciencias de la Salud

  1. M. Pilar Álvarez-Vázquez 1
  2. Ana M. Álvarez-Méndez 2
  3. Carmen Bravo-Llatas 3
  4. M. Teresa Angulo-Carrere 2
  1. 1 Sección Departamental de Biología Celular. Facultad de Medicina
  2. 2 Departamento de Enfermería. Facultad de Enfermería, Fisioterapia y Podología
  3. 3 Área de Gobierno de Tecnologías de la Información y Apoyo Técnico al Usuario. Universidad Complutense de Madrid. Madrid, España
Journal:
FEM. Revista de la Fundación Educación Médica

ISSN: 2014-9832 2014-9840

Year of publication: 2021

Volume: 24

Issue: 6

Pages: 317-321

Type: Article

DOI: 10.33588/FEM.246.1159 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: FEM. Revista de la Fundación Educación Médica

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Índice Dialnet de Revistas

  • Year 2021
  • Journal Impact: 0.090
  • Field: EDUCACIÓN Quartile: C4 Rank in field: 175/235

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(Data updated as of 15-01-2024)
  • Total citations: 0
  • Recent citations (2 years): 0

Abstract

Introduction. Virtual learning environments enable users to create dynamics and learning facilitator spaces. To investigate the students’ use can identify patterns and help to an early detection of students at high risk of dropping out since correlations between its use and the academic performance have been described. Materials and methods. Seven virtualized spaces corresponding to four courses from three Health Sciences degrees taught in 2017/18 and 2018/19, with a total of 517 students were studied. Previously, logs had been extracted from every space, debugged and anonymized. Number of logins, of access to resources and to URL as well as the forums use were considered. A multiple correspondence analysis was applied followed by a hierarchical clustering analysis. Results. 4 clusters, with sizes between 20.9% and 29.4% of the students, were obtained and characterized by differential behaviors of the virtual campus use. Relationships can be established with final grades as well as theory’ and practical’ grades. Results pointed out that the lower interaction in virtual campus, the lower the grades, while the higher interaction, the higher the marks. Conclusions. Our study pinpoints different student clusters with homogeneous virtual campus behavior and establishes relationships with the academic performance.