Monitoring students in Learning Management Systems (LMS) throughout the teaching–
learning process has been shown to be a very effective technique for detecting
students at risk. Likewise, the teaching style in the LMS conditions, the type of student
behaviours on the platform and the learning outcomes. The main objective of
this study was to test the effectiveness of three teaching modalities (all using Online
Project-based Learning -OPBL- and Flipped Classroom experiences and differing
in the use of virtual laboratories and Intelligent Personal Assistant -IPA-) on Moodle
behaviour and student performance taking into account the covariate "collaborative
group". Both quantitative and qualitative research methods were used. With
regard to the quantitative analysis, differences were found in student behaviour in
Moodle and in learning outcomes, with respect to teaching modalities that included
virtual laboratories. Similarly, the qualitative study also analysed the behaviour patterns
found in each collaborative group in the three teaching modalities studied. The
results indicate that the collaborative group homogenises the learning outcomes, but
not the behaviour pattern of each member. Future research will address the analysis
of collaborative behaviour in LMSs according to different variables (motivation and
metacognitive strategies in students, number of members, interactions between students
and teacher in the LMS, etc.).
