Desigualdades en permanencia y rendimiento académico en entornos virtuales
análisis comparativo entre estudiantes inmigrantes y ecuatorianos en ecuador participantes de un curso de formación contínua en moodle
DOI:
https://doi.org/10.1590/1980-85852503880003319Palabras clave:
rendimiento académico, educación virtual, estudiantes inmigrantes, Moodle, análisis multivariadoResumen
Este estudio analiza las desigualdades en la permanencia y el rendimiento académico entre estudiantes inmigrantes y ecuatorianos, tanto jóvenes como adultos, que participaron en un curso universitario de formación continua desarrollado en modalidad virtual en Ecuador. A partir de registros automatizados de la plataforma Moodle y datos institucionales, se aplicó un enfoque cuantitativo, comparativo y multivariado. Los resultados evidencian una tasa de deserción significativamente mayor entre estudiantes migrantes (más del 40 %), pese a que quienes culminan el curso alcanzan niveles de rendimiento y participación equivalentes a sus pares ecuatorianos. Además, se identificó un uso más intensivo de materiales complementarios por parte de los estudiantes migrantes, lo que podría reflejar estrategias compensatorias o mayor motivación. El modelo de regresión logística mostró alta capacidad predictiva del abandono académico (AUC = 0.949)...
Referencias
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