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158Comunicar, 39, XX, 2012QAYYUM, M.A., WILLIAMSON, K. & AL. (2010). Investigating theNews Seeking Behavior of Young Adults. Australian Academic &Research Libraries, 41, 3, 178-191RAEYMAECKERS, K. (2004). Newspapers Editors in Search of YoungReaders: Content and Layout Strategies to Win New Readers.Jour nalism Studies, 5, 2, 221-232. (DOI: 10.1080/146167 004 -200 0211195).RAEYMAECKERS, K. (2002). Research Note: Young People andPatterns of Time Consumption in Relation to Print Media. Euro -pean Journal of Communication, 17, 3, 369-383. (DOI: 10.1177/ -0267323102017003692).ROMER, D., JAMIESON, K.H. & PASEK, J. (2009). Building SocialCapital in Young People: The Role of Mass Media and Life Out -look. Political Communication, 26, 1, 65-83. (DOI: 10.10 80/ 105 -84 600802622878).RUBIO, Á. (2010). Generación digital: patrones de consumo de In -ternet, cultura juvenil y cambio social. Revista de Estudios de Ju -ventud, 88, 201-221.TULLY, C.J. (2008). La apropiación asistemática de las nuevas tecnologías.Informalización y contextualización entre los jóvenes alemanes.Revista Internacional de Sociología (RIS), 49, 61-88. (DOI:10.3989/ris.2008.i49.83).TUÑEZ, M. (2009). Jóvenes y prensa en papel en la era de Internet.Estudio de hábitos de lectura, criterios de jerarquía de noticias, satisfaccióncon los contenidos informativos y ausencias temáticas.Estudios sobre el Mensaje Periodístico, 15, 503-524.VAN DIJK, J. (2006). The Network Society. London: Sage.VANDERBOSCH, H., DHOEST, A. & VAN DER BULCK, H. (2009).News for Adolescents: Mission Impossible? An Evaluation ofFlemish Television News Aimed at Teenagers. Communications,34, 125-148. (DOI: 10.1515/COMM.2009.010).WAN (World Association of Newspapers) (2010). The Paid vs.Free Content Debate. Shaping the Future of Newspapers, StrategyReport, 9, 2, 1-38.© ISSN: 1134-3478 • e-ISSN: 1988-3293• Pages 151-158
INVESTIGACIONES / RESEARCHl Rocío Yuste, Laura Alonso & Florentino BlázquezCáceres / Badajoz (Spain)Received: 20-02-2012 / Reviewed: 21-03-2012Accepted: 03-04-2012 / Published: 01-10-2012DOI: 10.3916/C39-2012-03-06Synchronous Virtual Environments fore-Assessment in Higher EducationLa e-evaluación de aprendizajes en educación superior a través deaulas virtuales síncronasKEYWORDS / PALABRAS CLAVEThis research studies an assessment system of distance learning that combines an innovative virtual assessment tooland the use of synchronous virtual classrooms with videoconferencing, which could become a reliable and guaranteedmodel for the evaluation of university e-learning activities. This model has been tested in an online course forSecondary School Education Specialists for Spanish, Portuguese and Latin American graduates. The research wasdesigned from a qualitative methodology perspective and involved teachers, students and external assessors. Duringthe whole process great care was taken to preserve data credibility, consistency and reliability, and a system of categoriesand subcategories that represents online assessment has been developed. The results confirm that we havemade considerable progress in achieving a viable, efficient and innovative educational model that can be implementedin Higher Distance Education. Also, videoconferencing and synchronous virtual classrooms have proved to beefficient tools for evaluating the e-assessment method in virtual learning spaces. However, we need to keep testingthis model in other educational scenarios in order to guarantee its viability.RESUMENEn el presente trabajo de investigación se somete a estudio un sistema de evaluación de los aprendizajes en enseñanzaa distancia en el que, combinando un tipo de evaluación virtual pedagógicamente innovadora y el uso de aulasvirtuales síncronas, con videoconferencia, pueda acreditarse un modelo fiable y garante de evaluación de los procesosde enseñanza/aprendizaje para actividades de e-learning universitarias. El modelo se ha probado en un cursoonline de Especialista en Educación Secundaria dirigido a titulados universitarios españoles, portugueses y latinoamericanos.Desde una perspectiva metodológica cualitativa, se diseñó una investigación cuyos participantes han sidoel profesorado y el alumnado protagonistas de la formación, así como evaluadores externos. Durante todo el procesose han cuidado especialmente los aspectos relacionados con la credibilidad, consistencia y confirmabilidad de losdatos obtenidos, extrayendo de modo inductivo un sistema de categorías y subcategorías que representan la evaluaciónde los aprendizajes en procesos formativos online. Los resultados confirman que se ha avanzado en la consecuciónde un modelo innovador de e-evaluación viable, eficaz y que garantiza su aplicación en enseñanza superiora distancia. Asimismo, el uso de videoconferencias y de las aulas virtuales síncronas para realizar entrevistas de e-evaluación ha resultado ser un instrumento eficaz en espacios virtuales de aprendizaje. De cualquier modo, se evidenciala necesidad de continuar experimentando este modelo en otros escenarios educativos.ABSTRACTE-learning, e-evaluation, assessment, videoconferencing, higher education, teaching method innovations, synchronousenvironments, qualitative research.E-learning, educación virtual, e-evaluación de aprendizajes, videoconferencia, educación superior, innovaciónpedagógica, aulas síncronas, investigación cualitativa.v Rocío Yuste-Tosinais is Associate Professor in the Education Studies Department of the Teacher Training Faculty atthe University of Extremadura in Caceres (Spain) (rocioyuste@unex.es).v Dr. Laura Alonso-Díaz is Professor in the Education Studies Department of the Teacher Training Faculty of theUniversity of Extremadura in Caceres (Spain) (laulonso@unex.es).v Dr. Florentino Blázquez-Entonado is Full Professor and Chair of the Education Studies Department of the TeacherTraining Faculty at the University of Extremadura in Badajoz (Spain) (blazento@unex.es).Comunicar, n. 39, v. XX, 2012, Scientific Journal of Media Education; ISSN: 1134-3478; pages 159-167www.comunicarjournal.com
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