<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1988-3293</journal-id>
<journal-title><![CDATA[Comunicar: Revista Científica de Comunicacíon y Educacíon]]></journal-title>
<abbrev-journal-title><![CDATA[Comunicar]]></abbrev-journal-title>
<issn>1988-3293</issn>
<publisher>
<publisher-name><![CDATA[Grupo Comunicar]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1988-32932017000200051</article-id>
<article-id pub-id-type="doi">10.3916/C51-2017-05</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Uso de cuestionarios online con feedback automático para la e-innovación en el alumnado universitário]]></article-title>
<article-title xml:lang="en"><![CDATA[Online questionnaires use with automatic feedback for e-innovation in university students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Remesal]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Colomina]]></surname>
<given-names><![CDATA[Rosa M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mauri]]></surname>
<given-names><![CDATA[Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rochera]]></surname>
<given-names><![CDATA[M. José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Barcelona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Espana</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Barcelona  ]]></institution>
<addr-line><![CDATA[Barcelona ]]></addr-line>
<country>Espana</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Barcelona  ]]></institution>
<addr-line><![CDATA[Barcelona ]]></addr-line>
<country>Espana</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Barcelona  ]]></institution>
<addr-line><![CDATA[Barcelona ]]></addr-line>
<country>Espana</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>25</volume>
<numero>51</numero>
<fpage>51</fpage>
<lpage>60</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1988-32932017000200051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1988-32932017000200051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1988-32932017000200051&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Las herramientas tecnol&#243;gicas han impregnado plenamente la educaci&#243;n superior. No obstante, el mero a&#241;adido no garantiza per se su calidad. Este art&#237;culo expone los resultados de un proyecto de innovaci&#243;n para fomentar el aprendizaje aut&#243;nomo en los grados de educaci&#243;n infantil y primaria. Durante un semestre todos los alumnos de primer curso pudieron usar un sistema de aprendizaje aut&#243;nomo en la plataforma online institucional (Moodle), apoyado con feedback formativo autom&#225;tico. el sistema se insertaba en un programa complejo de evaluaci&#243;n formativa. Se presentan resultados atendiendo a dos aspectos: uso real de los estudiantes y valoraci&#243;n final del sistema por parte de estos. el an&#225;lisis cuantitativo descriptivo se centra en la perspectiva del estudiante para evaluar la adecuaci&#243;n de las decisiones pedag&#243;gicas tomadas. los resultados indican que los estudiantes necesitan ciertos l&#237;mites para poder organizar mejor su propio aprendizaje si queremos potenciar la calidad de la innovaci&#243;n planteada. estos l&#237;mites se concretan en variables tales como el tiempo de disponibilidad y la limitaci&#243;n de intentos de pr&#225;ctica. en el primer caso se debe atender a la duraci&#243;n adecuada de la oferta del sistema: tanto el exceso como el defecto de tiempo afectan a la cantidad y uso que realizan los estudiantes. En el segundo caso, la restricci&#243;n de intentos es preferible a la pr&#225;ctica libre. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[ABSTRACT Technological tools have permeated higher education programs. However, their mere introduction does not guarantee instructional quality. This article presents the results of an innovation project aimed at fostering autonomous learning among students at a Pre-School and Primary Teacher degree. For one semester all freshmen students used a system for autonomous learning embedded in the institutional online platform (Moodle), which included automatic formative feedback. The system was part of a complex formative assessment program. We present results of the experience concerning two aspects: the students&#8217; actual use of the system, and their final appraisal of it. The quantitative descriptive analysis focuses on the students&#8217; perspective to evaluate the adequacy of the instructional decisions. Results indicate that students need certain limits to be able to manage their learning better if we pursue the quality of innovation. These limits refer mainly to the time of accessibility and the limitation of attempts of practice. With respect to time, an appropriate span of time (neither too long nor too short) must be chosen; with respect to the number of attempts, it is expedient to limit rather than promote free endless access. ]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje Autónomo]]></kwd>
<kwd lng="es"><![CDATA[Evaluación Formativa]]></kwd>
<kwd lng="es"><![CDATA[Feedback Automático]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Cuestionarios Online]]></kwd>
<kwd lng="es"><![CDATA[Blended Learning]]></kwd>
<kwd lng="es"><![CDATA[Innovación]]></kwd>
<kwd lng="es"><![CDATA[Estudiante]]></kwd>
<kwd lng="en"><![CDATA[Autonomous Learning]]></kwd>
<kwd lng="en"><![CDATA[Formative Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Automatic Feedback]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Online Questionnaires]]></kwd>
<kwd lng="en"><![CDATA[Blended Learning]]></kwd>
<kwd lng="en"><![CDATA[Innovation]]></kwd>
<kwd lng="en"><![CDATA[Student]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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