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La evaluación online en la educación superior en tiempos de la COVID-19
8 references·10 citing·42 second hop
La evaluación online en la educación superior en tiempos de la COVID-19 (2020)La evaluación online en la educación supe…The Difference between Emergency Remote Teaching and Online Learning (2024)The Difference between Emerge…Cheating in e-exams and paper exams: the perceptions of engineering students and teachers in Norway (2020)Cheating in e-exams and paper…Are Online Exams an Invitation to Cheat? (2008)Are Online Exams an Invitatio…Learning‐oriented assessment: conceptual bases and practical implications (2007)Learning‐oriented assessment:…Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives. (2006)Validity and reliability of s…Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)Formative assessment and self…Aligning assessment with long‐term learning (2006)Aligning assessment with long…Peer Feedback Marking: Developing Peer Assessment (1995)Peer Feedback Marking: Develo…Teaching and Learning during the COVID-19 Pandemic: A Topic Modeling Study (2021)Teaching and Learning during …Portuguese higher education students’ adaptation to online teaching and learning in times of the COVID-19 pandemic: personal and contextual factors (2021)Portuguese higher education s…New organizational forms of labor: challenges to labor relations between employees and employers (2021)New organizational forms of l…Measuring Online Teaching Service Quality in Higher Education in the COVID-19 Environment (2021)Measuring Online Teaching Ser…Impact of the COVID-19 on Higher Education (2021)Impact of the COVID-19 on Hig…Covid-19 Accelerates Digital Transformation in Industries: Challenges, Issues, Barriers and Problems in Transformation (2021)Covid-19 Accelerates Digital …Recommendations for Mandatory Online Assessment in Higher Education During the COVID-19 Pandemic (2020)Recommendations for Mandatory…Estudio exploratorio en iberoamérica sobre procesos de enseñanza-aprendizaje y propuesta de evaluación en tiempos de pandemia (2020)Estudio exploratorio en ibero…Docencia online y Covid-19: la necesidad de reinventarse (2020)Docencia online y Covid-19: l…Aprender a ser docente sin estar en las aulas: la COVID-19 como amenaza al desarrollo profesional del futuro profesorado (2020)Aprender a ser docente sin es…Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)Assessment and Classroom Learning (1998)Differing perceptions in the feedback process (2006)Making Sense of Assessment Feedback in Higher Education (2013)Sustainable assessment revisited (2015)Academic Honesty and Online Courses (2006)Research on Teaching Economics to Undergraduates (2015)Utilizing webcam-based proctoring to deter misconduct in online exams (2015)Statistical principles in experimental design. (1962)Intraclass correlations: Uses in assessing rater reliability. (1979)Handbook of Positive Psychology (2001)Students’ perceptions about peer assessment for writing: their origin and impact on revision work (2010)Does peer assessment promote student learning? A meta-analysis (2019)Feedback and Self-Regulated Learning: A Theoretical Synthesis (1995)Self-theories: Their Role in Motivation, Personality, and Development (1999)Online formative assessment in higher education: A review of the literature (2011)Rethinking models of feedback for learning: the challenge of design (2012)Formative assessment and the design of instructional systems (1989)Teaching For Quality Learning At University (1999)Learning to Teach in Higher Education (2003)Exploring learning-oriented assessment processes (2014)Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course (2015)Grounded theory research: Procedures, canons, and evaluative criteria (1990)How to Design and Evaluate Research in Education (1990)Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (2001)Stress and behavioral changes with remote E-exams during the Covid-19 pandemic: A cross-sectional study among undergraduates of medical sciences (2020)Remote E-exams during Covid-19 pandemic: A cross-sectional study of students’ preferences and academic dishonesty in faculties of medical sciences (2021)La evaluación online en la educación superior en tiempos de la COVID-19 (2020)Can online higher education be an active agent for change? —comparison of academic success and job-readiness before and during COVID-19 (2021)Factors influencing students’ perceived impact of learning and satisfaction in Computer Supported Collaborative Learning (2021)E-learning in higher education institutions during COVID-19 pandemic: current and future trends through bibliometric analysis (2022)Toward a Psychology of Human Agency (2006)COVID ‐19 and online teaching in higher education: A case study of Peking University (2020)Effects of COVID-19 on College Students’ Mental Health in the United States: Interview Survey Study (2020)Influencing Factors of Continuous Intention to Use E-learning System of Undergraduates in Guangxi, China: The Mediating Role of Perceived Ease of Use and Perceived Usefulness (2024)Formative Peer Assessment of Academic Writing Between Postgraduate Students (2000)Self and Peer Assessment in School and University: Reliability, Validity and Utility (2006)Technology Enhanced Learning in higher education; motivations, engagement and academic achievement (2019)Covid-19 pandemic and online learning: the challenges and opportunities (2020)Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations (2020)Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity (2020)
this work references cited by second hop

References

  • 2024The Difference between Emergency Remote Teaching and Online Learning6,251 cited
  • 2006Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice5,821 cited
  • 2006Aligning assessment with long‐term learning1,265 cited
  • 2007Learning‐oriented assessment: conceptual bases and practical implications638 cited
  • 1995Peer Feedback Marking: Developing Peer Assessment491 cited
  • 2006Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives.355 cited
  • 2008Are Online Exams an Invitation to Cheat?219 cited
  • 2020Cheating in e-exams and paper exams: the perceptions of engineering students and teachers in Norway155 cited

Cited by

  • 2020Recommendations for Mandatory Online Assessment in Higher Education During the COVID-19 Pandemic195 cited
  • 2021Portuguese higher education students’ adaptation to online teaching and learning in times of the COVID-19 pandemic: personal and contextual factors138 cited
  • 2020Estudio exploratorio en iberoamérica sobre procesos de enseñanza-aprendizaje y propuesta de evaluación en tiempos de pandemia115 cited
  • 2021Measuring Online Teaching Service Quality in Higher Education in the COVID-19 Environment101 cited
  • 2021Teaching and Learning during the COVID-19 Pandemic: A Topic Modeling Study100 cited

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2021
Covid-19 Accelerates Digital Transformation in Industries: Challenges, Issues, Barriers and Problems in Transformation
86 cited
  • 2020Aprender a ser docente sin estar en las aulas: la COVID-19 como amenaza al desarrollo profesional del futuro profesorado83 cited
  • 2020Docencia online y Covid-19: la necesidad de reinventarse70 cited
  • 2021Impact of the COVID-19 on Higher Education68 cited
  • 2021New organizational forms of labor: challenges to labor relations between employees and employers0 cited