R. Espejo Mohedano, A. Gallego Segador

Universidad de Córdoba (España) (SPAIN)
In the new context of the Higher Education Area, autonomous learning and skills acquisition is considered a fundamental task and in which, obviously, university teachers have to put every effort to guide the students in achieving these objectives.

In this paper a mixture of teaching techniques in order to achieve better academic results is presented. These are mainly focused on performing non-contact activities through the LMS Moodle platform. Among these, self-assessment activities, continuous assessment, peer assessment and teamwork are proposed. Finally a comparison is made between the evolution in the use of different assessment tools and their impact on the final results of the ratings. To do this, we have considered academic records of students from various engineering degrees between academic years 2009-2015.

The framework in which this experience develops refers to a specific type of students (first year students) and a particular subject (Statistics). In this context, the teacher must strengthen its work as a guide, not only in the educational sense, and must pay special attention when guiding the student, not only face to face, but also in the not presential, from the outset.

The results show that there are statistically significant differences in the mean grades on theory, problems, and final grades, depending on the monitoring technique developed. In addition, results also show, in general, the improvement in student grades for those cases where a non-contact activity is carried out, and is explicitly shown that the effort during the development of the activity is explicitly taken into account.