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  • Special Issue: E-learning in the Disciplines of Economics and Business Studies
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Self-assessment via a blended-learning strategy to improve performance in an accounting subject

Autoevaluación a través de una estrategia de blended-learning para la mejora del rendimiento en una asignatura de contabilidad

Abstract

The General Accounting subject is on the curricula of five different bachelor’s degrees offered in the Faculty of Economics and Business at the University of Granada (UGR), Spain. In a coordinated way, all the lecturers involved in this subject have generated interactive materials and a methodology that allows students to undertake online self-assessment activities that are very similar to the final exam. Following a blended-learning methodology, General Accounting combines classroom education techniques with the use of information and communication technology (ICT) tools, and the students work to improve their grades. In the 2012/13 academic year, students on two of the degrees were consulted about their overall satisfaction with using this platform. From the results, we can highlight the positive appraisal of the interestingness and usefulness of activities on the platform. We also obtained a positive correlation between the students’ access to the activities and the grades obtained in them, and the final grades obtained in the subject.

Resumen

La asignatura Contabilidad general se imparte en cinco titulaciones de grado que se ofertan en la Facultad de Ciencias Económicas y Empresariales de la Universidad de Granada. Los profesores de la asignatura han generado, de forma coordinada, materiales educativos en línea asociados a una metodología que permite que los estudiantes realicen cada año actividades de autoevaluación similares a las que están disponibles en la asignatura en su evaluación para conseguir el título de grado. Siguiendo la metodología blended-learning, que combina técnicas de educación presenciales con el uso de herramientas TIC, los estudiantes trabajan en la materia y mejoran en sus resultados académicos. En el presente curso se ha consultado a estudiantes de dos de los grados sobre la satisfacción general en el uso de la plataforma. De los resultados obtenidos, podemos destacar la valoración positiva de los estudiantes respecto a la utilidad de las actividades planteadas a través de la plataforma, así como su interés; también cabe reseñar la correlación positiva hallada entre el acceso a la plataforma y las calificaciones en los ejercicios de autoevaluación, y la calificación final de la asignatura.

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Correspondence to Vanesa Gámiz Sánchez.

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Gámiz Sánchez, V., Montes Soldado, R. & Pérez López, M.C. Self-assessment via a blended-learning strategy to improve performance in an accounting subject. Int J Educ Technol High Educ 11, 43–54 (2014). https://doi.org/10.7238/rusc.v11i2.2055

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Keywords

  • higher education
  • blended-learning
  • self-regulated learning
  • Moodle
  • self-assessment

Palabras clave

  • educación superior
  • blended-learning
  • aprendizaje autónomo
  • Moodle
  • autoevaluación