Analytical Hierarchical Neutrosophic Analytical Process to evaluate asynchronous group results according to task typology in Virtual Learning Environments

Abstract

Recent pedagogical positions have reflected the use of technology in virtual teaching processes as a more effective means of increasing the possibility of results than traditional tasks. However, each student is different and develops individually, with their own characteristics, strengths, and weaknesses. Consequently, to advance in educational development, tasks with more productive technologies must be conditioned to the interest of the students at each moment and the needs of learning with a differentiated and personological character of the teaching-learning process. Therefore, in the present research, the teachers of the Curricular Integration Unit subject set themselves the objective of developing a method based on the Neutrosophic Hierarchical Analytical Process to evaluate the different types of asynchronous activities and descriptively compare which ones offer greater effectiveness in these students. The implementation of the method showed the differences according to the particularities of the asynchronous tasks in the groups. The main conclusion was that students achieved greater success when they worked on asynchronous activities with a variety of designs and taking into account the needs of the group.