Abstract:

A review of digital technologies’ main characteristics for educational purposes suggests the existence of a significant overlap between certain requirements of the European Higher Education Area (EHEA), such as the ECTS credit system, and the potential of e- and b-learning services: remote management of students; time flexibility in students’ work; reduction in the volume of contents; higher emphasis on continuous evaluation; combining classical (presence-based) education with auto-study and practicals; and the possibility of real-time “student-lecturer” contacts (presence-based, videoconferences, chats, or IP phone calls), and delayed contacts (debate forums and e-mail). In this context, new information technologies are expected to play a pivotal role in aiding students to accomplish more autonomous learning activities.

Greater analysis is needed of the role of IT in the adaptation to the EHEA, in terms of the transmission and assessment of students’ skills and competences in b- and e-learning environments. This paper reports the initial results of an ongoing project on the definition and validation of instruments for the assessment and evaluation of general, interdisciplinary, and specific competences, which are especially applicable to blended and 100% online courses. Based on a representative sample of b- and e- learning courses from different academic disciplines, the key competences in the analyzed courses are identified and classified. In addition, an inventory is made of specific systems and indicators used for competence assessment and evaluation. At this stage, the following aspects are differentiated: (1) Learning modality: blended (b-Learning) or 100% virtual courses (e-Learning); and (2) Type of competence: general, interdisciplinary, or specific.

The identification of key competencies and evaluation instruments leads to the development and validation of specific systems and indicators which are suitable for the assessment of general, interdisciplinary, and specific competences in virtual learning environments. The validation of the proposed instruments for competence assessment is carried out among a representative sample of students and lecturers of online courses. In this regard, the analyses (i.e. competence definition and validation of evaluation instruments) corresponding to general and interdisciplinary competences are based both on b- and e-learning courses offered at the University of Almería (Spain). The evaluation of specific competences comes only from 100% virtual courses offered in the CAV (‘Campus Andaluz Virtual – Andalusian Virtual Campus’).

This paper will pay particular attention to the description of a specific set systems and indicators for evaluating competences, such as rubrics or evaluation matrices, with potential practical application in b- and e-learning courses. With regard to mixed or b-learning courses, the authors will also discuss and provide recommendations on the preference of presence-based (i.e. face-to-face) vs. virtual (i.e. online) methods for competence assessment and evaluation.

Keywords:

Competence assessment, b-learning, e-learning.