La huella digital del aprendizaje universitario: comportamiento académico en Google Classroom
DOI:
https://doi.org/10.55040/xjwyfg59Palabras clave:
analítica, cumplimiento, rendimiento, participación, evaluaciónResumen
El uso masivo de Learning Management Systems (LMS) genera datos académicos estructurados en educación superior; sin embargo, existe limitada evidencia descriptiva a nivel de curso en Google Classroom como unidad analítica autónoma. La investigación tuvo como objetivo examinar el comportamiento académico registrado en Google Classroom durante el desarrollo semestral de una asignatura universitaria. El estudio fue cuantitativo no experimental, descriptivo, tipo caso único; se analizaron registros digitales de 24 estudiantes, considerando 336 eventos académicos correspondientes a entregas, estados y calificaciones, mediante estadística descriptiva. Los resultados evidenciaron predominio del cumplimiento, con el 85,7 % de entregas oportunas, el 5,4 % de entregas tardías y el 8,9 % de no entregas. Las calificaciones altas (18–20/20) se asociaron a actividades cumplidas, mientras que las calificaciones de 0/20 correspondieron exclusivamente a actividades no entregadas. Las métricas internas de Google Classroom permitieron caracterizar el comportamiento académico a nivel de curso; el incumplimiento explica la variación del rendimiento, validando el análisis descriptivo como unidad analítica autónoma.
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Derechos de autor 2026 Ximena Patricia León Quinapallo
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