¿La participación en los foros de cursos virtuales mejora el rendimiento académico de los alumnos?

  1. Ana Victoria Arias Orduña
  2. Antonio Bustillos López
  3. Elena Gaviria Stewart
Book:
Proceedings del XI Foro Internacional sobre Evaluación de la Calidad de la Investigación y de la Educación Superior (8-10 de Julio 2014. Bilbao-España)
  1. Gualberto Buela-Casal (dir.)
  2. 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

Sustainable development goals

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.