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dc.contributor.authorSáiz Manzanares, María Consuelo 
dc.contributor.authorMarticorena Sánchez, Raúl 
dc.contributor.authorRodríguez Diez, Juan José 
dc.contributor.authorRodríguez Arribas, Sandra 
dc.contributor.authorDiez Pastor, José Francisco 
dc.contributor.authorJi, Yi Peng
dc.date.accessioned2021-11-15T13:56:00Z
dc.date.available2021-11-15T13:56:00Z
dc.date.issued2021-12
dc.identifier.issn1042-1726
dc.identifier.urihttp://hdl.handle.net/10259/6154
dc.description.abstractMonitoring 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.).en
dc.description.sponsorshipThis 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoengen
dc.publisherSpringeren
dc.relation.ispartofJournal of Computing in Higher Education. 2021, V. 33, n. 3, p. 747–778en
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectOnline project-based learningen
dc.subjectVisualisation techniquesen
dc.subjectMachine learning techniquesen
dc.subjectMonitoring studentsen
dc.subjectSelf-regulated learningen
dc.subjectHeat mapen
dc.subject.otherEnseñanza superiores
dc.subject.otherEducation, Higheren
dc.subject.otherInformáticaes
dc.subject.otherComputer scienceen
dc.subject.otherPsicologíaes
dc.subject.otherPsychologyen
dc.titleImprove teaching with modalities and collaborative groups in an LMS: an analysis of monitoring using visualisation techniquesen
dc.typeinfo:eu-repo/semantics/articlees
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.relation.publisherversionhttps://doi.org/10.1007/s12528-021-09289-9es
dc.identifier.doi10.1007/s12528-021-09289-9
dc.relation.projectIDinfo:eu-repo/grantAgreement/Junta de Castilla y León//BU032G19//E-orientación en moodle: detección y seguimiento del alumno en riesgo en la universidades
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones
dc.description.projectPublicación 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


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