An Experience Making Use of Learning Analytics Techniques in Discussion Forums to Improve the Interaction in Learning Ecosystems

Teaching Management Scale of Meta-Regulated Learning in Law

“…Finally, it is concluded that, of the five factors proposed at the theoretical level for teacher management of meta-regulated learning, the statistical analysis allowed the resignification of four final factors: 1.-teacher management of self-regulation, 2.-teacher management of meta-reflection, 3.teaching management of collaboration and 4.-teaching management of metacognition, disseminating cognition as a transversal element in the whole construct, which is associated with the theoretical foundations of the study when it is stated that "cognition is intrinsically intertwined with learning" [52, p.10 Cognition and learning are central concepts in educational psychology [53] that find effective dynamizes in creative self-efficacy, psychological empowerment and motivation for self-learning [54]. This opens a new scenario in the post-pandemic stage, since teachers no longer manage learning only in face-to-face contexts, but it is increasingly common to perform in virtual environments, so they must be prepared to dynamize online learning in a collaborative manner [55], making use of learning analytics techniques to enhance interaction in learning ecosystems [56], and for this purpose recent research is committed to the integration of technology, pedagogy, and content, concretized in the TPACK model [57], to this end, the paradigm of didactic intervention will be transformed, orienting it towards more active mixed methodologies [58]. All this calls for rethinking educational research and practice in universities, considering that it will be easier for teachers to manage metaregulated learning if they consolidate themselves as scientific research leaders committed to the positive transformation of the university context [59].…”

Relaciones sociales y comunidades en una plataforma virtual para cursos de programación de computadores

“…Otra implementación del análisis de redes sociales en LMS están en [11] y [12]. En el primero se realiza un análisis de ventajas, desventajas e idoneidad de herramientas para la generación de Figura 1.…”

Múltiples miradas desde la investigación educativa

“…-teaching management of collaboration and 4.-teaching management of metacognition, disseminating cognition as a transversal element in the whole construct, which is associated with the theoretical foundations of the study when it is stated that "cognition is intrinsically intertwined with learning" (David, 2014, p.10) Cognition and learning are central concepts in educational psychology (Greeno et al, 2013) that find effective dynamizes in creative self-efficacy, psychological empowerment and motivation for self-learning (Deroncele-Acosta et al, 2021). This opens a new scenario in the post-pandemic stage, since teachers no longer manage learning only in face-to-face contexts, but it is increasingly common to perform in virtual environments, so they must be prepared to dynamize online learning in a collaborative manner (Palacios- , making use of learning analytics techniques to enhance interaction in learning ecosystems (Oliva Córdova et al, 2019), and for this purpose recent research is committed to the integration of technology, pedagogy, and content, concretized in the TPACK model (Alemán-Saravia & Deroncele-Acosta, 2021), to this end, the paradigm of didactic intervention will be transformed, orienting it towards more active mixed methodologies (Hidalgo Benites et al, 2021). All this calls for rethinking educational research and practice in universities, considering that it will be easier for teachers to manage meta-regulated learning if they consolidate themselves as scientific research leaders committed to the positive transformation of the university context (Vargas-Pinedo et al, 2022).…”