Estrategias de Evaluación para un Maestría en Inteligencia de Negocios Virtual

Luis Carlos Luis García; Andrés Rodolfo Torres Gómez

doi:10.31637/epsir-2025-517

Authors

Luis Carlos Luis García Corporación Universitaria Minuto de Dios https://orcid.org/0000-0002-4840-0746
Andrés Rodolfo Torres Gómez Corporación Universitaria Minuto de Dios

DOI:

https://doi.org/10.31637/epsir-2025-517

Keywords:

LMS platforms, traditional education, virtual education, Evaluation, active learning, learning evaluation, continuous evaluation, project-based evaluation

Abstract

Introduction: This article analyzes the main evaluation strategies suitable for a master's program in business intelligence in virtual mode, integrating the contributions of specialized literature and will delve into the importance of evaluation in virtual master's programs in business intelligence. Methodology: For this process, a bibliographic review of the main elements of evaluation methodologies and virtual environments is carried out. Results: The result obtained was an analysis and synthesis of the main information, characteristics and traditional and modern evaluation methodologies in virtual environments. Discussion: In this section a synthesis of the information from the previous sections is achieved to highlight the most relevant findings that allow achieving a deployment with the quality conditions necessary for the evaluation. Conclusions: we have explored how assessment strategies and the implementation of technological tools in a master's degree in virtual business intelligence are fundamental to guarantee quality education. It has become clear that, to train highly trained professionals prepared to face the challenges of the world of business intelligence, it is necessary to adapt evaluation methods and tools that are both innovative and effective, capable of comprehensively evaluating knowledge and competencies acquired by students.

Downloads

Download data is not yet available.

Author Biographies

Luis Carlos Luis García, Corporación Universitaria Minuto de Dios

Electronic Engineer, Master in Engineering - Telecommunications and student of Master in Artificial Intelligence with interest in the fields of Internet of Things, Business Intelligence and its applications in industry and education, I have conducted research projects on issues of Internet of Things as part of evaluation of test beds for deployment and specific solutions in different sectors, with development skills in hardware and software tools, research teacher at the Corporación Universitaria Minuto de Dios.

Andrés Rodolfo Torres Gómez, Corporación Universitaria Minuto de Dios

Electronic Engineer, Master in Engineering - Telecommunications, Master in Internet of Things with interest in the fields of Internet of Things and its applications in industry and education, Director of Postgraduate Engineering of the Corporación Universitaria Minuto de Dios.

References

Arrieta-Casasola, A. (2019). TIC dirigidas a la superación de barreras educativas de las personas con discapacidad. Distance State University, 21(31), 115-130. https://doi.org/10.22458/ie.v21i31.2698 DOI: https://doi.org/10.22458/ie.v21i31.2698

Barrett, L. (2021). Rejecting Test Surveillance in Higher Education. RELX Group (Netherlands). https://doi.org/10.2139/ssrn.3871423 DOI: https://doi.org/10.2139/ssrn.3871423

Benítez, J. G. G. y Gamboa, L. A. A. (11 de enero de 2022). Evaluación estandarizada de los aprendizajes: una revisión sistemática de la literatura. Universidad Veracruzana, 20, 132-150. https://doi.org/10.25009/cpue.v0i34.2800 DOI: https://doi.org/10.25009/cpue.v0i34.2800

Cañadas, L. (2020). Evaluación formativa en el contexto universitario: oportunidades y propuestas de actuación. Peruvian University of Applied Sciences, 14(2), e1214. https://doi.org/10.19083/ridu.2020.1214 DOI: https://doi.org/10.19083/10.19083/ridu.2020.1214

Castro, E. P. (2010). RIED. Revista Iberoamericana de Educación a Distancia, 13(1), 17-38. http://www.redalyc.org/resumen.oa?id=331427212002&idioma=es

Chiecher, A. C. (2019). Estudiantes en contextos de educación a distancia. Variables vinculadas con el logro académico. National University of Distance Education, 22(2), 203-203. https://doi.org/10.5944/ried.22.2.23368 DOI: https://doi.org/10.5944/ried.22.2.23368

D’Andrea, S. (2022). Implementing the work-life balance directive in times of COVID-19: new prospects for post-pandemic workplaces in the European Union?. Springer Science+Business Media, 23(1), 7-18. https://doi.org/10.1007/s12027-022-00703-y DOI: https://doi.org/10.1007/s12027-022-00703-y

Duart, J. M. y Andrés, S. M. (2015). Tranformaciones en la universidad hoy: integración de modalidades formativas. National University of Distance Education, 0(26), 15-15. https://doi.org/10.5944/reec.26.2015.14447 DOI: https://doi.org/10.5944/reec.26.2015.14447

Estrada-Perea, B. M. y Pinto-Blanco, A. M. (2021). Análisis comparativo de Modelos educativos para la educación superior virtual y sostenible. Libre University of Colombia, 17(1), 168-184. https://doi.org/10.18041/1900-3803/entramado.1.6131 DOI: https://doi.org/10.18041/1900-3803/entramado.1.6131

Kasim, N. N. M. y Khalid, F. (2016). Choosing the Right Learning Management System (LMS) for the Higher Education Institution Context: A Systematic Review. Kassel University Press, 11(6), 55-55. https://doi.org/10.3991/ijet.v11i06.5644 DOI: https://doi.org/10.3991/ijet.v11i06.5644

Laguardia, J., Portela, M. C. y Vasconcellos, M. M. (2007). Avaliação em ambientes virtuais de aprendizagem. University of São Paulo, 33(3), 513-530. https://doi.org/10.1590/s1517-97022007000300009 DOI: https://doi.org/10.1590/S1517-97022007000300009

Lanzo, N. C., López, M. D. C. L. y Vidiella, M. P. (2016). Las competencias de los graduados y su evaluación desde la perspectiva de los empleadores. Institutul de Stiinte ale Educatiei (Institute of Educational Sciences), 42(3), 69-87. https://doi.org/10.4067/s0718-07052016000400004 DOI: https://doi.org/10.4067/S0718-07052016000400004

Marciniak, R. y Sallán, J. G. (2017). Dimensiones de evaluación de calidad de educación virtual: revisión de modelos referentes. National University of Distance Education, 21(1), 217-217. https://doi.org/10.5944/ried.21.1.16182 DOI: https://doi.org/10.5944/ried.21.1.16182

Martínez, L. C. V., Vidal, L. I. E., Figueras, M. P. y Hurtado, J. C. T. (2019). Evaluar y promover las competencias para el emprendimiento social en las asignaturas universitarias. AECOOP Escuela de Estudios Cooperativos. https://doi.org/10.5209/reve.63561 DOI: https://doi.org/10.5209/REVE.63561

Moreiro, J. A. (2002). Criterios e indicadores para evaluar la calidad del análisis documental de contenido. SciELO, 31(1), 53-60. https://doi.org/10.1590/s0100-19652002000100006 DOI: https://doi.org/10.1590/S0100-19652002000100006

Moura, L. F., Lima, E. P. D., Deschamps, F., Aken, E. M. V., Costa, S. E. G. D., Duarte, R. y Kluska, R. A. (2022). What Role Do Design Factors Play in Applying Performance Measurement Systems in Nonprofit Organizations?. Multidisciplinary Digital Publishing Institute, 12(2), 43-43. https://doi.org/10.3390/admsci12020043 DOI: https://doi.org/10.3390/admsci12020043

Rodríguez, S., Piñeiro, I., Regueiro, B. y Estévez, I. (2020). Intrinsic motivation and perceived utility as predictors of student homework engagement. Elsevier BV, 25(2), 93-99. https://doi.org/10.1016/j.psicoe.2019.11.001 DOI: https://doi.org/10.1016/j.psicoe.2019.11.001

Sabrina, F., Azad, S., Sohail, S. y Thakur, S. (2022). Ensuring Academic Integrity in Online Assessments: A Literature Review and Recommendations. International Journal of Information and Education Technology, 12(1), 60-70. https://doi.org/10.18178/ijiet.2022.12.1.1587 DOI: https://doi.org/10.18178/ijiet.2022.12.1.1587

Sánchez-Gómez, V. y López, M. (2020). Comprendiendo el Diseño Universal desde el Paradigma de Apoyos. DUA como un Sistema de Apoyos para el Aprendizaje, 14(1), 143-160. https://doi.org/10.4067/s0718-73782020000100143 DOI: https://doi.org/10.4067/S0718-73782020000100143

Sánchez, M. D. C. (2021). Método proyectual tradicional y su aplicabilidad en el contexto de ambientes virtuales de aprendizaje. University of Palermo, 50, 15-30. https://doi.org/10.18682/cdc.vi135.5028 DOI: https://doi.org/10.18682/cdc.vi135.5028

Serrano, E. L. y Villafaña, A. D. H. (2020). Desarrollo de un cuestionario de evaluación de la competencia docente en línea. National University of Distance Education, 23(2), 307-307. https://doi.org/10.5944/ried.23.2.27084 DOI: https://doi.org/10.5944/ried.23.2.27084

Siahaan, P., Setiawan, Y. C., Fratiwi, N. J., Samsudin, A. y Suhendi, E. (2020). The Development of Critical Thinking Skills and Collaborative Skill Profiles Aided by Multimedia-based Integrated Instruction on Light Refraction Material. Horizon Research Publishing, 8(6), 2599-2613. https://doi.org/10.13189/ujer.2020.080643 DOI: https://doi.org/10.13189/ujer.2020.080643

Torres, A. R., Luis, L. G. y Sacristán, F. E. (2020). El Internet de las Cosas como apoyo a la educación luego del COVID-19. Revista de Investigación Transdisciplinaria en Educación, Empresa y Sociedad – ITEES, 2213-2229. https://doi.org/10.34893/2r63-ks42

Tu, C. y Sujo-Montes, L. (2014). MOOCs. En Springer Nature (pp. 287-304). https://doi.org/10.1007/978-3-319-00152-4_18 DOI: https://doi.org/10.1007/978-3-319-00152-4_18