Indicadores de la calidad del e-learning (original) (raw)

2020, Contribuciones a las ciencias sociales

calidad-elearning contenidos; tutorías online; recursos educativos y actividades formativas; accesibilidad; reconocimiento de la formación por la sociedad; y evaluación del curso virtual. En esta investigación se concluye que existen diferentes enfoques a la hora de seleccionar los indicadores para evaluar la calidad de un curso de e-learning. A pesar de esto, pudo identificarse varios autores con un enfoque de carácter integral y entre los que existe consenso en las dimensiones a utilizar en la evaluación de la calidad de los cursos de e-learning. Sin embargo, respecto a los indicadores no se evidenció la existencia de consenso sobre cuales utilizar dada su la fuerte dependencia de estos del contexto en que se efectúa el curso de e-learning. Palabras clave: formación virtual, indicadores de calidad del e-learning, dimensiones de la calidad del e-learning ABSTRACT With the increase in internet accessibility in Cuba, e-learning or virtual training begins to acquire increasing relevance. Taking into account the massiveness that can be achieved in this type of education and in order to satisfy the expectations of customers, in addition to the efficiency with which the objectives of the educational process are achieved, it is necessary to have indicators that allow evaluating the quality of the courses in this modality. In this sense, the Cuban Ministry of Higher Education (MES) provides that the evaluation of the quality of distance graduate programs must meet the same quality requirements as face-to-face programs (MES, 2019). However, the focus of this legislation, in addition to not considering the intrinsic characteristics of the educational processes that take place under this modality, establishes too general quality indicators with respect to the courses carried out through e-learning. The narrow linking of the e-learning with the information and communications technologies (tic) grants to the own virtual, characteristic formation that impact in the relationships that settle down among the different formative process actors. In accordance with this, it is not feasible to use the same focuses pedagogic and didactic employees in the present formation, but rather these they should adapt and, in many cases, rethink it from their essence. Similarly, quality indicators should be redrawn to focus them in these e-learning characteristics. Keeping in mind the above-mentioned, it is determined that it is not enough to use the effective indicators in the country for the evaluation of academic postgrad virtual courses. Keeping in mind this, is defined as objective of this work to establish the dimensions to evaluate the virtual courses of academic post grade quality. In the attainment of this objective, is carried out an analysis of the state of the art regarding the dimensions and indicators to evaluate the e-learning courses quality. Also, be determined which are the dimensions that allow the evaluation of the e-learning courses quality. These dimensions and indicators have been designed starting from the study of diverse experiences in different latitudes with attention in those developed in countries with a considerable experience accumulated in this field. The main discovery of this investigation resides in the identification of the dimensions that contain the indicators to evaluate the e-learning courses quality. The following eight general dimensions settled down: virtual course planning; instructional design; contents; online tutorships; educational resources and formative activities; accessibility; formation recognition for the society; and virtual course evaluation. This research concludes that there are different approaches when selecting indicators to assess the quality of an e-learning course. Despite this, several authors could be identified with a comprehensive approach and among which there is consensus on the dimensions to be used in evaluating the quality of e-learning courses. However, regarding the indicators, there was no evidence of a consensus on which to use given their strong dependence on the context in which the e-learning course takes place.