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

Abstract

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.).

Usefulness of Digital Game-Based Learning in Nursing and Occupational Therapy Degrees: A Comparative Study at the University of Burgos

“…This finding suggests that there are variables such as learning style that may be conditioning a greater or lesser effectiveness of gamification techniques on learning outcomes. As other studies have already indicated [6,8], it is very difficult to isolate the effects of gamification from those of other factors. However, it seems that the use of these techniques increases the interaction of students in the LMS [2].…”

“…Nevertheless, no significant differences were found in students satisfaction with teaching depending on the use or non-use of DGBL. One possible explanation is that in all groups, the OPBL methodology was also applied, and this in itself generates indicators of satisfaction [7,8]. In this sense, as previously indicated, the results of this work support those found in other studies that indicate the difficulty of discriminating the unique effects of the use of gamification [6][7][8]23], since both methodological resources, DGBL and OPBL, facilitate the construction of meaningful learning, enhance the use of SRL and increase students satisfaction [3,5,[12][13][14]18].…”

“…This approach can be combined with an online project-based learning (OPBL) structure that starts from a research or inquiry question. In the current situation caused by COVID-19, it is proving to be a very effective technique to combine DGBL activities with OPBL [7,8].…”

Moodle Innovation Learning Technology for Medical Education: From Theory to Practice

“…Distant learning and BL has been widely implemented in medical and pharmaceutical education over the last few years with teachinglearning process being increasingly carried out in online or BL environments, reducing the use of the traditional face-to-face interactions [10]. This situation has increased with the crisis due to COVID-19, and these days a high percentage of teaching is done through so called Learning Management Systems (LMSs) [11]. Now LMSs produce a significant impact on the educational process worldwide as software systems that combine different tools used to "systematically deliver content online and facilitate the learning experience around that content" [12,13].…”

Using Advanced Learning Technologies with University Students: An Analysis with Machine Learning Techniques

“…However, in order to facilitate effective learning in students, these technological tools must be implemented with appropriate pedagogical designs [4,5]. Consequently, university education today faces many challenges, one of which is the integration of technological resources in LMS to improve teaching [6]. Among these methods is the facilitation of self-regulated learning (SRL) through the use of advanced learning technologies (ALTs) in LMS.…”