Blended Learning: An Experience With Infographics and Virtual Laboratories Using Self-Regulated Learning

Manzanares, María Consuelo Sáiz; Arnaiz‐González, Álvar; Pastor, Julio; Arribas, Sandra Rodríguez

doi:10.21125/inted.2019.0783

Cited by 5 publications

(8 citation statements)

References 8 publications

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“…Closely related to these results are those from other studies that point to both improved learning outcomes and higher levels of interaction on the platform through the personalized monitoring of students [33]. Likewise, information collected from the monitoring processes of one study predicted student learning outcomes by 61.3% and their patterns of behaviour on the platform by 56.1% [2].…”

supporting

confidence: 68%

“…In another, the use of hypermedia smart tutoring systems explained 60.4% of the variance in learning outcomes [34]. Similarly, in various other studies the use of PBL methodology predicted learning outcomes on quizzes by 42.3%, and the use of effective learning patterns by 74.2% (these data refer to the multiple correlation coefficient or determination coefficient (R 2 ), which represents the proportion of the variability explained by the independent variable with respect to the dependent ones), in addition to increasing student satisfaction with the teaching-learning process [3,[30][31][32][33][34].…”

mentioning

confidence: 84%

“…These patterns explain up to 52% of the variance in learning outcomes. The successful behaviours detected on the platform were [16,32,33]:…”

mentioning

confidence: 99%

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Monitoring Students at the University: Design and Application of a Moodle Plugin

Manzanares

García‐Osorio

2020

Applied Sciences

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Early detection of at-risk students is essential, especially in the university environment. Moreover, personalized learning has been shown to increase motivation and lower student dropout rates. At present, the average dropout rates among students following courses leading to the award of Spanish university degrees are around 18% and 42.8% for presential teaching and online courses, respectively. The objectives of this study are: (1) to design and to implement a Modular Object-Oriented Dynamic Learning Environment (Moodle) plugin, “eOrientation”, for the early detection of at-risk students; (2) to test the effectiveness of the “eOrientation” plugin on university students. We worked with 279 third-year students following health sciences degrees. A process for extracting information records was also implemented. In addition, a learning analytics module was developed, through which both supervised and unsupervised Machine Learning techniques can be applied. All these measures facilitated the personalized monitoring of the students and the easier detection of students at academic risk. The use of this tool could be of great importance to teachers and university governing teams, as it can assist the early detection of students at academic risk. Future studies will be aimed at testing the plugin using the Moodle environment on degree courses at other universities.

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supporting

confidence: 68%

mentioning

confidence: 84%

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Monitoring Students at the University: Design and Application of a Moodle Plugin

Manzanares

García‐Osorio

2020

Applied Sciences

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“…Otra herramienta poco explorada en el proceso del aprendizaje autorregulado, aunque en esta investigación ha tenido relevancia y aprobación en todas las fases, es el uso de infografías. Respecto a este tema, las investigaciones están enfocadas al autoestudio (Chia et al, 2017) y diseño de experiencias a través de la personalización del aprendizaje (Sáiz et al, 2019). Por otro lado, se muestra que el uso de redes sociales como Twitter e Instagram no tiene un efecto relevante positivo de acuerdo con la percepción del alumnado, lo cual puede ir en línea con Dabbagh y Kitsantas (2013), que señalan que el uso de redes sociales para el aprendizaje autorregulado desde el enfoque de PLE suele ser percibido como distractor y no permite reflexionar sobre el propio desempeño.…”

Section: Discussionunclassified

Aprendizaje autorregulado y Entornos Personales de Aprendizaje en la formación inicial docente: percepciones del alumnado y propuestas de herramientas y recursos

2021

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Esta investigación explora las percepciones del alumnado universitario en relación a diferentes herramientas y recursos que han sido utilizados en el marco de una actividad de aprendizaje para el desarrollo de Entornos Personales de Aprendizaje (PLE) en la formación inicial docente según las tres fases del aprendizaje autorregulado. Para este estudio, se diseñó una metodología cuantitativa de corte descriptivo y correlacional. Los resultados muestran que existen herramientas y recursos digitales como las infografías, rúbricas, y cuestionarios gamificados que tienen una alta apreciación por el alumnado a lo largo de las tres fases del aprendizaje autorregulado, seguidos de blogs y entornos virtuales de aprendizaje institucionales; mientras que el uso de microblogs y redes sociales ha sido poco aceptado. A partir de estas percepciones, se proponen tres modelos teóricos con los que promover el aprendizaje autorregulado en entornos digitales. El uso de blogs, rúbricas y cuestionarios gamificados integran un primer modelo, mientras que el segundo modelo está integrado por entornos virtuales institucionales y cuestionarios gamificados; el tercer modelo se constituye por el uso integral de infografías. Las conclusiones plantean retos para el futuro tanto para la implementación de estos modelos teóricos como para explorar nuevas propuestas que permitan potenciar las posibilidades de los microblogs o las redes sociales.

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“…As stated by (Sáiz-Manzanares et al, 2019) and (Leszczyński et al, 2018) digital transformation in higher education is not new, and as a relevant subject, education stakeholders must be concerned about and training professionals to tackle obstacles. (Bond et al, 2018) and (Sandkuhl & Lehmann, 2017).…”

Section: Introductionmentioning

confidence: 99%

Covid-19 Pandemic and the Digital Revolution in Academia and Higher Education: an Empirical Study

Basha¹,

Kethan²

2022

Eduvest

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While learning online during the pandemic students faced so many problems difficulties and challenges with respect to the stress worry anxiety technology adaptability course content delivery and explanation in the digital transformation from a physical classroom learning to an online mode amidst pandemic. This research aims to explore challenges facing students using a student online survey and data was analyzed using SPSS for student’s online learning experiences amidst the pandemic which was handled adequately. Extraction of common factor variances from measure sets for getting prominent factors to measure the transformational shift from offline to online digital learning was done using Exploratory Factor Analysis. Sampling Adequacy Measure test of KMO a correlation matrix which indicates whether the variables are unrelated in the Bartlett’s Sphericity test in which the level of significance gives the test result showed in the present study that significant relationships exists among variables and there is high correlation. Principle Component Analysis (PCA) with Varimax rotation used for challenges showed inter-correlation and a significant relationship of students challenges faced in digital mode with significant P value at 5% level of significance. Regression analysis testing H0 variable relationship with one or more variables revealed significant constant value with psychological, technological and personal opinion as three representative factors found to be significant so the H0 stands rejected

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Blended Learning: An Experience With Infographics and Virtual Laboratories Using Self-Regulated Learning

Cited by 5 publications

References 8 publications

Monitoring Students at the University: Design and Application of a Moodle Plugin

Monitoring Students at the University: Design and Application of a Moodle Plugin

Aprendizaje autorregulado y Entornos Personales de Aprendizaje en la formación inicial docente: percepciones del alumnado y propuestas de herramientas y recursos

Covid-19 Pandemic and the Digital Revolution in Academia and Higher Education: an Empirical Study

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