Learning paths for inclusion in a diverse classroom

Leonor Huerta, Universidad de Santiago de Chile

During the Covid-19 pandemic, with synchronous classes by videoconference and the use of the Moodle platform as a virtual learning environment, a flexible learning assessment system was implemented in the Physics of the Universe subject for high school pre-service science teachers. They were able to choose between different learning paths, each one with its own assessment instances. Out of a total of 70 students, 22 (31,4%) preferred learning paths that incorporated more formative assessments and multimedia elements (using Genially, Wordwall and Stellarium, among others), and they valued very positively the experience of being able to choose between different learning paths and modalities of learning assessments.

However, academic results of these 22 students were lower than the academic results of the other 48 students who chose learning paths with only summative assessments: in the first case, only 32% passed the course, and in the second case, 50% managed to pass the course. It is difficult to analyze these results, due to the pandemic context in which the subject was implemented, so a new implementation is being prepared for 2023.

This research was developed as part of a Teaching Innovation Project at the University of Santiago de Chile, between 2021 and 2022.


Learning paths for inclusion in a diverse classroom