An Integrated Learning Analytics Approach for Virtual Vocational Training Centers

Abstract

Virtual training centers are hosted solutions for the implementation of training courses in the form of e.g. Webinars. Many existing centers neglect the informal and social dimension of vocational training as well as the legitimate business interests of training providers and companies sending their employees. In this paper, we present the virtual training center platform V3C that blends formal, certified virtual training courses with self-regulated and social learning in synchronous and asynchronous learning phases. We have developed an integrated learning analytics approach to collect, store, analyze and visualize data for different purposes like certification, interventions and gradual improvement of the platform. The results given here demonstrate the ability of the platform to deliver data for key performance indicators like learning outcomes and drop-out rates as well as the interplay between synchronous and asynchronous learning phases on a very large scale. Since the platform implementation is open source, results can be easily transferred and exploited in many contexts.

Efecto de la competencia digital docente en el uso del blended learning en formación profesional

“…Con respecto al uso de metodologías emergentes como el blended learning en la Formación Profesional, los resultados han manifestado que más de la mitad de los sujetos analizados no emplean tal enfoque formativo, justificado -mayoritariamente-en la ausencia de formación para el uso didáctico de la tecnología -como ya asentaron Prendes Espinosa, Gutiérrez Porlán y Martínez Sánchez (2018)-y la falta de confianza en su aplicación. Esta última razón contrasta con los resultados de investigaciones anteriores donde se verifican una serie de ventajas en dicho enfoque como una opinión positiva de los estudiantes (Gómez Zermeno, Alemán de la Garza y Figueroa Orejarena, 2019; Pfefferle, Van den Stock y Nauerth, 2010), resultados académicos satisfactorios (De Lange et al, 2018), así como el fomento de otros indicadores como la participación, la colaboración y la competencia digital de éstos (Nogueira Leite, Shigueo Hoji y Abdala Júnior, 2018; Tsai y Lee, 2012).…”

“…Por su parte, las investigaciones sobre el uso de blended learning en la Formación Profesional muestran que la aplicación de este método de enseñanza conlleva un alto nivel de aceptación por parte de los alumnos (Gómez Zermeno, Alemán de la Garza y Figueroa Orejarena, 2019; Pfefferle, Van den Stock y Nauerth, 2010), debido a los buenos resultados obtenidos en su formación (De Lange et al, 2018) como consecuencia del papel activo por parte del estudiante, promoviéndose el trabajo en equipo, el liderazgo, la autoconfianza, la autoestima (Nogueira Leite, Shigueo Hoji y Abdala Júnior, 2018) y la competencia digital (Tsai y Lee, 2012).…”

Developing the Interactive e-Module Based on Integrated Learning for Primary School Students

“…The integrated learning occurs when the authentic-event or exploration of a topic become the supporting devices in the curriculum [59]. Furthermore, in the implementation, students can be invited to be actively involved in exploring topics or events, students learn the process and content more than one of their study fields at a time.…”

Data-Driven Interaction Review of an Ed-Tech Application

“…For example, Charleer et al [9] presented a learning analytics dashboard aimed at improving the communication in advising sessions, helping to increase students' motivation. Lange et al [10] also made related contributions in the space of virtual training centers and Käser et al [11] have proposed an approach to student modelling to represent and predict students' knowledge and skills. Some authors have been working on the prediction of academic performance [12] and others, like Ueno and Miyazawa [13] introduced a system designed to scaffold learning in specific domains such as programming.…”