دورية أكاديمية
Improve Teaching with Modalities and Collaborative Groups in an LMS: An Analysis of Monitoring Using Visualisation Techniques
| العنوان: | Improve Teaching with Modalities and Collaborative Groups in an LMS: An Analysis of Monitoring Using Visualisation Techniques |
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| اللغة: | English |
| المؤلفون: | Sáiz-Manzanares, María Consuelo (ORCID |
| المصدر: | Journal of Computing in Higher Education. Dec 2021 33(3):747-778. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.comTest/ |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 32 |
| تاريخ النشر: | 2021 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| الواصفات: | Integrated Learning Systems, Teaching Methods, Instructional Effectiveness, Electronic Learning, Online Courses, Student Projects, Active Learning, Flipped Classroom, Educational Technology, Cooperative Learning, Student Behavior, Laboratories |
| DOI: | 10.1007/s12528-021-09289-9 |
| تدمد: | 1042-1726 |
| مستخلص: | 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.). |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| رقم الانضمام: | EJ1316712 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1042-1726 |
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| DOI: | 10.1007/s12528-021-09289-9 |