Percepción de los conocimientos de la analítica del aprendizaje en la educación superior

Maria de Jesús Araiza-Vázquez; Federico Guadalupe Figueroa-Garza; José Felipe Ramirez-Ramirez

doi:10.29105/vtga9.5-506

Autores/as

Maria de Jesús Araiza-Vázquez Universidad Autónoma de Nuevo León https://orcid.org/0000-0002-2622-805X
Federico Guadalupe Figueroa-Garza Universidad Autónoma de Nuevo León
José Felipe Ramirez-Ramirez Universidad Autónoma de Nuevo León

DOI:

https://doi.org/10.29105/vtga9.5-506

Palabras clave:

Analítica del Aprendizaje, Educación Superior, Conocimiento de analítica de datos, Gestión del Cambio

Resumen

Se pueden obtener múltiples beneficios del análisis de aprendizaje (AA) en las Instituciones de Educación Superior (IES) y las partes interesadas, mediante el uso de una variedad de estrategias de análisis de datos para generar recomendaciones y conocimientos sumativos, predictivos y en tiempo real. Sin embargo, es necesario analizar si los entornos educativos y el personal académico y administrativo están capacitados para llevar a cabo estos procesos. En este trabajo se utilizó una matriz de beneficios de la AA para investigar las capacidades actuales de la AA en las IES, se exploró la fuente de datos para generar un marco valido de AA y comprender como se perciben los conocimientos relacionados con la AA. Concluimos que se necesita más investigación empírica sobre la solidez y los beneficios esperados de los marcos de análisis de aprendizaje para la enseñanza y el aprendizaje para confirmar la promesa de esta nueva tecnología prometedora.

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