Learning Analytics in Human Histology Reveals Different Student’ Clusters and Different Academic Performance

Vázquez, Ma Pilar Álvarez; Méndez, Ana Álvarez; Carrere, María Teresa Angulo; Barrios, Jesús Cristóbal; Llatas, María del Carmen Bravo

doi:10.21125/inted.2020.0038

Cited by 5 publications

(10 citation statements)

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“…The contents of the various studies examined in this review can be classified into 4 broad categories: (1) static materials, (2) dynamic materials or multimedia, (3) discussion forum materials, and (4) assessment materials (Table S3 in Multimedia Appendix 1 ). A total of 62% (40/65) of studies reported 1 or 2 types of digital education content [ 3 , 24 , 26 - 63 ], 28% (18/65) of studies reported 3 types [ 25 , 64 - 80 ], and the remaining 11% (7/65) of studies reported all 4 types [ 81 - 87 ].…”

Section: Resultsmentioning

confidence: 99%

“…These include articles [ 81 ], guidelines [ 25 ], class notes [ 64 ], websites [ 26 ], case descriptions [ 27 ], glossaries of terms [ 28 ], images [ 65 ], slide decks [ 66 ], and books [ 82 ]. A total of 45% (29/65) of papers discussed providing static materials and outlining what specific materials were available for learners to view or read [ 25 - 29 , 42 , 58 , 60 , 61 , 63 - 70 , 72 - 74 , 76 - 78 , 80 - 82 , 84 - 86 ]. Another 9% (6/65) of studies used static materials but did not specify what materials were prepared for learners [ 36 , 44 , 75 , 79 , 83 , 87 ].…”

Section: Resultsmentioning

confidence: 99%

“…This is one of the most common data types collected in LA research and can be derived from log data from many platforms. Of articles that collected data on the number of connections to the platform, 32% (21/65) of collected data on multiple content types individually [ 24 , 26 , 27 , 29 , 36 , 37 , 39 , 56 , 58 , 63 - 65 , 67 , 73 , 76 , 78 - 80 , 82 , 85 , 86 ]. This allows for more detailed results by comparing the use of different digital education content types with student outcomes.…”

Section: Resultsmentioning

confidence: 99%

“…Descriptive statistics was the most commonly used approach to summarize the characteristics of the collected data: in 20% (13/65) of papers as the only approach [ 31 , 34 , 35 , 46 , 67 , 68 , 72 - 74 , 76 , 80 , 81 , 86 ] and in 89% (58/65) of papers as one of the used approaches [ 3 , 24 - 31 , 33 - 43 , 45 - 56 , 58 - 63 , 65 - 68 , 70 , 72 - 74 , 76 - 87 ]. Descriptive statistics can be further broken down into measures of central tendency (eg, average, mean, and median) and dispersion (eg, range and SD).…”

Section: Resultsmentioning

confidence: 99%

“…Inferential statistics used for hypothesis testing can be divided into correlation , regression , and difference analysis . This was the second most popular approach, used in 62% (40/65) of papers [ 24 , 25 , 29 , 30 , 33 , 36 - 41 , 43 , 45 , 47 - 56 , 58 , 59 , 62 , 63 , 65 , 66 , 70 , 71 , 75 , 77 - 79 , 82 - 85 , 87 ]. This correlation indicates whether the 2 data types collected are related.…”

Section: Resultsmentioning

confidence: 99%

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Empowering Health Care Education Through Learning Analytics: In-depth Scoping Review

Bojić¹,

Mammadova²,

Ang³

et al. 2023

J Med Internet Res

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Background Digital education has expanded since the COVID-19 pandemic began. A substantial amount of recent data on how students learn has become available for learning analytics (LA). LA denotes the “measurement, collection, analysis, and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs.” Objective This scoping review aimed to examine the use of LA in health care professions education and propose a framework for the LA life cycle. Methods We performed a comprehensive literature search of 10 databases: MEDLINE, Embase, Web of Science, ERIC, Cochrane Library, PsycINFO, CINAHL, ICTP, Scopus, and IEEE Explore. In total, 6 reviewers worked in pairs and performed title, abstract, and full-text screening. We resolved disagreements on study selection by consensus and discussion with other reviewers. We included papers if they met the following criteria: papers on health care professions education, papers on digital education, and papers that collected LA data from any type of digital education platform. Results We retrieved 1238 papers, of which 65 met the inclusion criteria. From those papers, we extracted some typical characteristics of the LA process and proposed a framework for the LA life cycle, including digital education content creation, data collection, data analytics, and the purposes of LA. Assignment materials were the most popular type of digital education content (47/65, 72%), whereas the most commonly collected data types were the number of connections to the learning materials (53/65, 82%). Descriptive statistics was mostly used in data analytics in 89% (58/65) of studies. Finally, among the purposes for LA, understanding learners’ interactions with the digital education platform was cited most often in 86% (56/65) of papers and understanding the relationship between interactions and student performance was cited in 63% (41/65) of papers. Far less common were the purposes of optimizing learning: the provision of at-risk intervention, feedback, and adaptive learning was found in 11, 5, and 3 papers, respectively. Conclusions We identified gaps for each of the 4 components of the LA life cycle, with the lack of an iterative approach while designing courses for health care professions being the most prevalent. We identified only 1 instance in which the authors used knowledge from a previous course to improve the next course. Only 2 studies reported that LA was used to detect at-risk students during the course’s run, compared with the overwhelming majority of other studies in which data analysis was performed only after the course was completed.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

Empowering Health Care Education Through Learning Analytics: In-depth Scoping Review

Bojić¹,

Mammadova²,

Ang³

et al. 2023

J Med Internet Res

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Tipologías de estudiantes de Fisioterapia según el uso que hacen del campus virtual

Vázquez

Méndez

Llatas

et al. 2020

RIDU

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Presentem en aquest article els resultats obtinguts un cop processats els registres de l'espai virtual creat a la plataforma Moodle per a l'assignatura “Anatomía Humana III”, del grau en Fisioteràpia. L'anàlisi es dugué a terme utilitzant el software lliure per a la computació estadística i gràfics RStudio, un entorn de desenvolupament integrat per al llenguatge de programació R. Un total de 19.611 registres corresponents a l'activitat realitzada al llarg del curs acadèmic 2017/18 van ser depurats, fets anònims i posteriorment analitzats. Les variables quantitatives escollides varen ser el nombre total de visites per dia al curso virtual, la mitjana de la freqüència de visites a l'assignatura virtual per dia de la setmana i hora del dia i per mesos, el nombre d'accessos a recursos, autoavaluacions i a URLs. A més, es va realitzar l'anàlisi estadística de les dades amb el software IBM SPSS v.25, comparant l'ús del campus virtual amb el rendiment acadèmic. Es varen fer proves de correlació de Spearman no paramètriques i arbres de decisió amb dos criteris de tall. Els resultats obtinguts van mostrar que el rendiment acadèmic dels estudiants d'aquesta assignatura està influenciat per l'ús que fan del campus virtual. D'aquesta manera, s'ha vist que els alumnes amb qualificació inferior a cinc punts sobre deu, van presentar menor activitat en la plataforma Moodle, en totes les variables analitzades. Per contra, els estudiants amb qualificacions entre vuit i deu punts sobre deu, van mostrar una activitat significativament major al campus virtual, especialment en el nombre de visites i recursos utilitzats.

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Integración de las TIC para la enseñanza de las Ciencias Morfológicas en la Universidad: principales aplicaciones utilizadas y valoraciones de docentes y alumnos.

et al. 2020

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El objetivo de la investigación fue explorar acerca del conocimiento, valoración y prácticas mediadas por TIC en el campo de la enseñanza de las Ciencias Morfológicas. El enfoque metodológico corresponde a un estudio de caso. Como resultados principales se aprecia que en las tres asignaturas (“Anatomía e Histología”; “Morfología Normal” y “El organismo humano: aspectos estructurales”) las propuestas de enseñanza consisten en un modelo B-Learning (presencial-virtual) mediado por un entorno tecnológico. Las actividades presenciales consisten en la visualización e identificación de órganos y tejidos al microscopio óptico, complementadas con la observación grupal de microfotografías de esos mismos preparados en pantalla LCD de alta resolución, generando debates e interpretaciones de los tejidos y órganos estudiados, destinados a promover la participación de los estudiantes. Además, en las asignaturas “Anatomía e Histología” y “Morfología Normal” se desarrollan talleres en los que se aborda el estudio de los reparos óseos y de la configuración externa e interna de los diferentes órganos, mediante la observación de imágenes, animaciones y videos de sitios web, aplicaciones de Realidad Aumentada y modelos histológicos y anatómicos digitales tridimensionales de elaboración propia, que los estudiantes consultan y analizan mediante sus dispositivos móviles (notebooks y teléfonos celulares). En cuanto a las ventajas de la incorporación de TIC a la enseñanza de Ciencias Morfológicas, los docentes expresan que potencian los procesos de enseñanza y aprendizaje. Los alumnos afirman que las TIC les permiten superar las barreras espacio-temporales de acceso al conocimiento. Asimismo, se observa que la mayoría de los docentes y alumnos no ha recibido capacitaciones formales para la utilización de TIC en el aula.

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Learning Analytics in Human Histology Reveals Different Student’ Clusters and Different Academic Performance

Cited by 5 publications

References 0 publications

Empowering Health Care Education Through Learning Analytics: In-depth Scoping Review

Empowering Health Care Education Through Learning Analytics: In-depth Scoping Review

Tipologías de estudiantes de Fisioterapia según el uso que hacen del campus virtual

Integración de las TIC para la enseñanza de las Ciencias Morfológicas en la Universidad: principales aplicaciones utilizadas y valoraciones de docentes y alumnos.

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