Journal of Management and Business Education🔗




Spanish Full Article Citation


Patricia Peinado, University of the Basque Country UPV/EHU, Spain
Ricardo Bustillo, University of the Basque Country UPV/EHU, Spain
Catalina Gálvez, University of the Basque Country UPV/EHU, Spain


En el presente trabajo ofrecemos evidencia empírica sobre nuestra experiencia de uso de webinarios como instrumento de apoyo a la docencia presencial en el marco de educación superior universitaria en economía y empresa. Elaboramos una encuesta ad-hoc, que permite medir el porcentaje de estudiantado que, previo a la experiencia, conoce la herramienta y, tras la experiencia, observar las preferencias del alumnado entre las alternativas “presentaciones tradicionales en el aula” o “webinario”. Además, recogemos su opinión sobre la adquisición de competencias derivables de la experiencia. Gracias a la implementación en distintos grupos y asignaturas haciendo uso de dos alternativas digitales, contrastamos si las respuestas son contingentes del grupo-asignatura en que se implementa la experiencia y/o de la aplicación informática utilizada. Los resultados muestran un incremento del alumnado que optaría por usar webinario frente a presentación tradicional tras la experiencia. El alumnado admite, gracias al uso de webinario, sentir un menor miedo-escénico, estar mejor preparado para afrontar el uso de otras nuevas tecnologías en el futuro y, sentirse más preparado para su futuro profesional. Además, reconoce el webinario como un instrumento válido para dinamizar la docencia en el aula. Los resultados no son contingentes de la asignatura o herramienta digital utilizada para realizar el webinario.

Palabras clave
webinario, presentación tradicional, comunicación sincrónica, comunicación asincrónica, educación superior


In this contribution, we give empirical evidence on our experience on the usage of webinars as a tool to complement teaching in the classroom in the framework of high university level education in economics and business. We design an ad-hoc survey to know the percentage of students who, before the experience, are familiar to the tool before the experience as well as the preferences of the students after the experience between “traditional presentations” and “webinars” We have also students’ feedback on the acquisition of competences. Being the experience implemented in different groups and using two alternative apps, we contrast whether the results are contingent of the group-subject and/or the tool. Results show an increase in the percentage of students that would choose using webinar instead of traditional presentations after the experience. Students admit showing lower levels of stage fright, being better trained to use other new technologies in the future and, feeling better trained for their future professional career. Moreover, recognise that webinar could give some dynamism to the teaching process in the classroom. Results are not contingent of the subject either the digital tool used to arrange the webinar.

webinar, traditional presentation, synchronic communication, asynchronic communication, high university education

17 July 2019

26 September 2019

This is an open access article under the CC BY-NC license.


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