¿La participación en los foros de cursos virtuales mejora el rendimiento académico de los alumnos?
- Gualberto Buela-Casal (dir.)
- Tamara Ramiro-Sánchez (coord.)
Publisher: Asociación Española de Psicología Conductual AEPC
ISBN: 978-84-608-7206-1
Year of publication: 2015
Pages: 24-28
Congress: FECIES. Foro sobre la Evaluación de la Calidad de la Educación Superior y de la Investigación (11. 2014. Bilbao)
Type: Conference paper
Abstract
Antecedents: Social Psychology shows the benefits of shared social spaces (social facilitation effects). Virtual courses provide a shared social space, although virtual and diachronic. In the present work, we study if the learning process that takes place in these spaces also can improve academic performance. Method: 925 students in first year of Psychology degree took part in this research. Measures of both active and passive participation in forums were taken. As the dependent variable exam scores were used. Results: Students preferred a passive role -reading the questions and answers given to other students- than active participation. Furthermore, none of these strategies showed significant effects on the students’ exam scores. Conclusions: We discuss these results in light of the social psychological perspective in virtual spaces and their implications for efficient learning processes.