A New Wave of Innovation Using Mobile Learning Analytics for Flipped Classroom

Wong, Gary K. W.

doi:10.1007/978-981-10-0027-0_12

Cited by 14 publications

(17 citation statements)

References 57 publications

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“…For example, the mean number of times that students watch the videos, or the exercises’ mean number of attempts can be used to carry out this type of study in MOOCs environments which use the FC such as in . It is also possible to analyze the students’ learning process in mobile learning environments which use the FC; for instance monitors the students’ learning process in a FC mobile environment using the students’ data associated with the amount of time invested in the videos, or whether they like the videos or not. Moreover, some of the works give some recommendations for the FC based on LA indicators such as for the repetition of video intervals.…”

Section: Discussion About the Connection With Previous Workmentioning

confidence: 99%

“…One of the most important advantages of the FC is the increase of the students’ engagement, in terms of the three components of engagement: behavioral, emotional, and cognitive . For instance, in comparison with the traditional model, in an FC context, the students’ engagement is improved because they watch more videos before the face‐to‐face lesson , because they access more to the e‐learning platform which contains academic resources , and because they attend more the face‐to‐face lesson . Nonetheless, the FC has important drawbacks, such as the students’ requirement of preparing the class or the students’ difficulty to obtain immediate answers to their questions when watching the videos .…”

Section: Introductionmentioning

confidence: 99%

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A learning analytics tool for the support of the flipped classroom

Rubio-Fernández

Muñoz‐Merino

Kloos

2019

Comp Applic In Engineering

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Nowadays, there are quite a few experiences of the use of the flipped classroom (FC) in engineering education due to their advantages in comparison with the traditional methodology. The possibility of promoting students' active learning under the FC can lead to improvements in the learning outcomes. Nonetheless,there are several issues that arise when using the FC (such as the students' need of preparing the face-to-face lesson) that must be addressed. To take advantage of the whole potential of the FC, we propose the application of learning analytics (LA) to improve the FC. In particular, we define a methodology that proposes a set of recommended actions to be done to enhance a specific type of flipped classroom through LA. Moreover, we present a LA tool designed and implemented specifically for this methodology. This tool allows teachers to obtain relevant information needed to improve their FC experiences. The information is provided using several visualizations that are analyzed and explained in detail. We illustrate the use of the tool with students from engineering courses. K E Y W O R D Sactive learning, flipped classroom, interventions, learning analytics, methodology

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Section: Discussion About the Connection With Previous Workmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A learning analytics tool for the support of the flipped classroom

Rubio-Fernández

Muñoz‐Merino

Kloos

2019

Comp Applic In Engineering

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“…Por ejemplo, en un modelo de clase invertida, los estudiantes no pueden realizar preguntas al profesor en tiempo real cuando están estudiando los conceptos, puesto que dicho estudio se realiza antes de la clase presencial y fuera de la clase, tal y como puede verse, por ejemplo, en Bergmann y Sams (2012). Otra desventaja del modelo, y la más importante seguramente, radica en la necesidad de que los estudiantes se preparen la clase presencial estudiando los recursos educativos proporcionados antes de dicha clase, puesto que, si no realizan dicha tarea preparatoria, las actividades de aprendizaje activo realizadas durante la clase no servirán de mucho a los estudiantes al carecer del conocimiento necesario para poder realizar apropiadamente dichas actividades, como se remarca en (Bergmann y Sams, 2012;Pardo, Gašević, Jovanovic, Dawson y Mirriahi, 2018;Wong, 2016).…”

Section: IIIunclassified

“…En la presente Tesis Doctoral, de entre los diferentes modelos de aprendizaje activo, se utilizará el modelo de clase invertida que, a grandes rasgos, es un modelo que tiene como objetivo dedicar el máximo tiempo posible de la clase presencial a actividades de aprendizaje activo (Bergmann y Sams, 2012;Bishop y Verleger, 2013). Por ejemplo, actividades de aprendizaje activo como tareas en grupo, tal y como se muestra, por ejemplo, en Wong (2016); o debates entre los estudiantes, como se puede apreciar en, por ejemplo, Galway, Corbett, Takaro, Tairyan y Frank (2014).…”

Section: Capítulo 1 Introducciónunclassified

Analyzing the Group Formation Process in Intelligent Tutoring Systems

Rubio-Fernández

Muñoz‐Merino

Kloos

2019

Intelligent Tutoring Systems

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XI 3.2.3. Análisis de los grupos focales con los estudiantes․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․76 3.2.4. Conclusiones del análisis de las entrevistas y de los grupos focales․․․․․․․․․76 3.2.4.1. Entorno de aprendizaje adaptable y personalizado․․․․․․․․․․․․․․․․․․․․․․․․77 3.2.4.2. Mejora de la comunicación entre profesores y estudiantes․․․․․․․․․․․․․․․80 Capítulo 4. Propuesta de marco para la combinación de analítica de aprendizaje y la clase invertida․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․84 4.1. Indicadores utilizados en el marco de trabajo․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․86 4.1.1 Indicadores asociados con los vídeos․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․93 4.1.1.1. Indicadores asociados a un único estudiante․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․93 4.1.1.2. Indicadores asociados a varios estudiantes․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․94 4.1.2. Indicadores asociados con los ejercicios․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․101 4.1.2.1. Indicadores asociados a un único estudiante․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․101 4.1.2.2. Indicadores asociados a varios estudiantes․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․102 4.1.3. Indicadores asociados con las lecturas․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․107 4.1.4. Indicadores asociados con los foros de discusión․․․․․․․․․․․․․․․․․․․․․․․․․․․․․108 4.2. Uso de los indicadores en los diferentes tipos de clase invertida․․․․․․․․․․․․․․․․․109 4.2.1. Clase invertida orientada a ejercicios․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․110 4.2.1.1. Antes de la clase presencial․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․113 4.2.1.2. Durante la clase presencial․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․114 4.2.1.3. Después de la clase presencial․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․114 4.2.2. Clase invertida orientada a actividades en grupo․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․115 4.2.2.1. Antes de la clase presencial․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․117 4.2.2.2. Durante la clase presencial․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․118 4.2.2.3. Después de la clase presencial․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․118 4.2.3. Clase invertida orientada a prácticas experimentales․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․119 4.2.3.1. Antes de la clase presencial․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․121 4.2.3.2. Durante la clase presencial․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․122 4.2.3.3. Después de la clase presencial․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․123 4.2.4. Clase invertida orientada a la creación de recursos educativos por parte del _________estudiante․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․124 4.2.4.1. Antes de la clase presencial․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․.126 4.2.4.2. Durante la clase presencial․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․.127 4.2.4.3. Después de la clase presencial․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․127XII 4.2.5. Comparativa de los indicadores seleccionados según el modelo de clase _________invertida utilizado...

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“…Mobile learning has the unique advantages what traditional teaching does not have: [6][7][8] 1) Mobility of learning style. Learners can experience the joy of the mobile learning process by carrying the mobile learning device, as long as they are in the wireless network environment.…”

Section: Flipped Classroom and Mobile Learningmentioning

confidence: 99%

Design and Research of Mobile Learning Platform from the Perspective of Flipped Classroom

Chen¹,

Zhao²

2017

Proceedings of the 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017)

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Abstract. With the rapid development of educational philosophy and educational technology, the Flipped Classroom has been typical model of teaching mode innovation in the 21st century. But limited classroom time cannot meet the needs of students' learning and teachers' teaching. The mobile learning terminal and the digital learning platform can provide powerful support for the learning environment for students at anytime and anywhere. This paper introduces the concept of flipped classroom and mobile learning, and introduces the features of mobile learning in flipped classroom. And further explores the rationality and effectiveness of mobile resource design. Finally, the learning platform in flipped classroom is discussed.

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A New Wave of Innovation Using Mobile Learning Analytics for Flipped Classroom

Cited by 14 publications

References 57 publications

A learning analytics tool for the support of the flipped classroom

A learning analytics tool for the support of the flipped classroom

Analyzing the Group Formation Process in Intelligent Tutoring Systems

Design and Research of Mobile Learning Platform from the Perspective of Flipped Classroom

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