(654) TEMPORAL EVOLUTION OF PERCEIVED QUALITY RESULTS OF ONLINE TEACHING OF THE MASTER'S DEGREE IN OCCUPATIONAL RISK PREVENTION OF MIGUEL HERNANDEZ UNIVERSITY

摘要

The introduction of online or distance learning in the University is a necessity in studies of Masterwhere virtual learning appears as a solution to the problems that traditional education cannot resolve:geographical problems, lack of time, demand, offering more opportunities for training. However,despite the boom in e-learning, it should not fall into the false idea that is the solution to all problems oftraditional teaching. In fact it also has its disadvantages as it may be little interaction between teachersand students; feedback can be very slow; is more difficult to rectify errors in materials, evaluations,there are even more dropouts than classroom teaching.The focus on eLearning should be strategic, so that the implementation of a distance learning platformshould allow the implementation of tools that are hardly applicable in the traditional class and withwhich one can get a more effective learning. With this frame of reference we offer the experience inwhich we are involved in university teaching Masters in Occupational Risk Prevention at the UniversityMiguel Hernandez taught in online mode using the Moodle platform that allows the use of differentteaching resources (exercises, forums, questionnaires) to encourage the learning of different subjects.Annually Miguel Hernandez University quality plans service, makes a survey of perceived quality formaster's students. The aim of this study is to observe how it has changed the quality perceived bystudents through these surveys. Results of surveys for each of the subjects taught in the Masterduring different courses since its introduction in the academic year 2010/2011 were studied. Duringthe first years the standard model of student survey on the Quality of Teaching in the Masters of 7questions was used, while in the most recent academic years the better survey model suited toBlended Teaching in the Masters consists of 6 questions in which students must score each item on ascale of 1 to 10, where higher scores indicate greater satisfaction with the teaching provided. For theevaluation of a subject was taken into account the response rate (number of different studentsresponding to the survey divided by the total number of students enrolled in the course). In all surveysof the studied period, the scores for each of the items in the different subjects were always higher than7. So overall, satisfaction is high and has not changed over time. Lower scores are linked to a lowerresponse rate. In general, both the response rate and the scores obtained in the first academic year ofteaching the Master are higher to the later years probably because the first surveys were conducted inperson the assessment day.In conclusion, although the teaching of the Master is at distance basically, conducting surveyselectronically may lead to unrepresentative results of teaching quality perceived by the student.