RT info:eu-repo/semantics/article
T1 Improve teaching with modalities and collaborative groups in an LMS: an analysis of monitoring using visualisation techniques
A1 Sáiz Manzanares, María Consuelo
A1 Marticorena Sánchez, Raúl
A1 Rodríguez Diez, Juan José
A1 Rodríguez Arribas, Sandra
A1 Diez Pastor, José Francisco
A1 Ji, Yi Peng
K1 Online project-based learning
K1 Visualisation techniques
K1 Machine learning techniques
K1 Monitoring students
K1 Self-regulated learning
K1 Heat map
K1 Enseñanza superior
K1 Education, Higher
K1 Informática
K1 Computer science
K1 Psicología
K1 Psychology
AB Monitoring students in Learning Management Systems (LMS) throughout the teaching–learning process has been shown to be a very effective technique for detectingstudents at risk. Likewise, the teaching style in the LMS conditions, the type of studentbehaviours on the platform and the learning outcomes. The main objective ofthis study was to test the effectiveness of three teaching modalities (all using OnlineProject-based Learning -OPBL- and Flipped Classroom experiences and differingin the use of virtual laboratories and Intelligent Personal Assistant -IPA-) on Moodlebehaviour and student performance taking into account the covariate "collaborativegroup". Both quantitative and qualitative research methods were used. Withregard to the quantitative analysis, differences were found in student behaviour inMoodle and in learning outcomes, with respect to teaching modalities that includedvirtual laboratories. Similarly, the qualitative study also analysed the behaviour patternsfound in each collaborative group in the three teaching modalities studied. Theresults indicate that the collaborative group homogenises the learning outcomes, butnot the behaviour pattern of each member. Future research will address the analysisof collaborative behaviour in LMSs according to different variables (motivation andmetacognitive strategies in students, number of members, interactions between studentsand teacher in the LMS, etc.).
PB Springer
SN 1042-1726
YR 2021
FD 2021-12
LK http://hdl.handle.net/10259/6154
UL http://hdl.handle.net/10259/6154
LA eng
NO 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.
DS Repositorio Institucional de la Universidad de Burgos
RD 20-abr-2024