2024-03-29T14:59:35Zhttps://riubu.ubu.es/oai/requestoai: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
Sáiz Manzanares, María Consuelo
510
600
Marticorena Sánchez, Raúl
338
600
Rodríguez Diez, Juan José
477
600
Rodríguez Arribas, Sandra
752
500
Diez Pastor, José Francisco
156
600
Ji, Yi Peng
0ab4e2e6-2217-44aa-a328-c08b9b202ff6
600
2021-11-15T13:56:00Z
2021-11-15T13:56:00Z
2021-12
1042-1726
http://hdl.handle.net/10259/6154
10.1007/s12528-021-09289-9
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
application/pdf
eng
Springer
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
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
Improve teaching with modalities and collaborative groups in an LMS: an analysis of monitoring using visualisation techniques
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
THUMBNAIL
Sáiz-jche_2021.pdf.jpg
Sáiz-jche_2021.pdf.jpg
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https://riubu.ubu.es/bitstream/10259/6154/4/S%c3%a1iz-jche_2021.pdf.jpg
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MD5
4
LICENSE
license.txt
license.txt
text/plain; charset=utf-8
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https://riubu.ubu.es/bitstream/10259/6154/3/license.txt
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CC-LICENSE
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https://riubu.ubu.es/bitstream/10259/6154/2/license_rdf
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ORIGINAL
Sáiz-jche_2021.pdf
Sáiz-jche_2021.pdf
application/pdf
1611349
https://riubu.ubu.es/bitstream/10259/6154/1/S%c3%a1iz-jche_2021.pdf
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10259/6154
oai:riubu.ubu.es:10259/6154
2022-11-16 14:59:10.852
Repositorio Institucional de la Universidad de Burgos
bubrep@ubu.es
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