Improve teaching with modalities and collaborative groups in an LMS: an analysis of monitoring using visualisation techniques

  1. María Consuelo Sáiz Manzanares 1
  2. Raúl Marticorena Sánchez 1
  3. Juan José Rodríguez Díez 1
  4. Sandra Rodríguez Arribas 1
  5. José Francisco Díez Pastor 1
  6. Yi Peng Ji
  1. 1 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Revista:
Journal of Computing in Higher Education

ISSN: 1042-1726 1867-1233

Año de publicación: 2021

Páginas: 1-32

Tipo: Artículo

DOI: 10.1007/S12528-021-09289-9 GOOGLE SCHOLAR

Otras publicaciones en: Journal of Computing in Higher Education

Objetivos de desarrollo sostenible

Resumen

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.).