2026-04-23T03:29:03Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/61542022-11-16T13:59:10Zcom_10259_4219com_10259_5086com_10259_2604com_10259_5377com_10259_5841col_10259_5378col_10259_4220col_10259_5842

Improve teaching with modalities and collaborative groups in an LMS: an analysis of monitoring using visualisation techniques Sáiz Manzanares, María Consuelo Marticorena Sánchez, Raúl Rodríguez Diez, Juan José Rodríguez Arribas, Sandra Diez Pastor, José Francisco Ji, Yi Peng Online project-based learning Visualisation techniques Machine learning techniques Monitoring students Self-regulated learning Heat map Enseñanza superior Informática Psicología Education, Higher Computer science Psychology 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.). This study is part of the project funded by the Consejería de Educación de la Junta de Castilla y León to the recognised research group DATAHES Grant Number BU032G19. Publicación en abierto financiada por el Consorcio de Bibliotecas Universitarias de Castilla y León (BUCLE), con cargo al Programa Operativo 2014ES16RFOP009 FEDER 2014-2020 DE CASTILLA Y LEÓN, Actuación:20007-CL - Apoyo Consorcio BUCLE 2021-11-15T13:56:00Z 2021-11-15T13:56:00Z 2021-12 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 1042-1726 http://hdl.handle.net/10259/6154 10.1007/s12528-021-09289-9 eng Journal of Computing in Higher Education. 2021, V. 33, n. 3, p. 747–778 https://doi.org/10.1007/s12528-021-09289-9 info:eu-repo/grantAgreement/Junta de Castilla y León//BU032G19//E-orientación en moodle: detección y seguimiento del alumno en riesgo en la universidad Atribución 4.0 Internacional http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess application/pdf Springer