Assessment as a Learning instrument in a computer programming course using connecctivism and BBL

Abstract

This article presents results, analysis and discussion derived from a research made in a Computer Programming course in Systems and Computer Engineering whose objective was to establish comparative criteria that would capitalize the advantages of Connectivism with windows of time, as a learning instrument, in comparison with methodology used normally in class especially in evaluation by individual written exams. We proceeded to work forming four subgroups, from ten subgroups, so each one responds to a different methodology of evaluation to compare them quantitatively and qualitatively. The results show great favorability towards the evaluation methodology supported in Conectivismo. It is concluded that, in a controlled environment, taking advantage of the options provided by the Connectivism, it is possible to achieve the motivation required for a more effective, more lasting learning and more tuned to the natural language of today's young people: technology.