Asynchronous lecturer-supported discussion forum in teaching quantitative methods to business students
DOI:
https://doi.org/10.35564/jmbe.2023.0007Palabras clave:
foro de discusión asincrónico apoyado por un profesor, aprendizaje aumentado, métodos cuantitativosResumen
Si bien los foros de discusión asincrónicos se han implementado ampliamente en diferentes entornos de aprendizaje, ha habido hallazgos mixtos en términos de su impacto en el desempeño de los estudiantes. Este estudio tiene como objetivo investigar el impacto de un foro de discusión asincrónico, impartido por un profesor, que se utiliza para aumentar el rendimiento de los estudiantes en cursos presenciales tradicionales en un curso de Métodos Cuantitativos, impartido a estudiantes de negocios en el Caribe. Se creó un foro de discusión de soporte asíncrono para un proyecto grupal, diseñado para que los estudiantes aplicaran técnicas cuantitativas para resolver problemas del mundo real. Se investigó la cantidad y calidad de la participación de los estudiantes y la participación del profesor en el foro de discusión, representada por las preguntas de los estudiantes y las preguntas del profesor, para determinar su impacto en el desempeño de los estudiantes, medido por las calificaciones de proyectos grupales para 109 grupos de estudiantes durante tres años académicos. Los resultados mostraron que ni la participación de los estudiantes ni la participación de los profesores en el foro de discusión de apoyo asincrónico condujo a un rendimiento significativamente mejor de los estudiantes por medio de la calificación del proyecto grupal. Las posibles razones de este hallazgo que es inconsistente con la literatura incluyen cuestiones como la participación voluntaria de los estudiantes en el foro, muchas otras vías para obtener el apoyo de los profesores y el uso de preguntas para representar la participación. El marco conceptual del estudio señala la importancia de especificar el entorno de aprendizaje, el objetivo de aprendizaje, el tipo de foro de discusión y el tipo de participación al examinar el impacto de un foro de discusión.
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