Integration of Multiple Data Sources for predicting the Engagement of Students in Practical Activities
DOI:
https://doi.org/10.9781/ijimai.2014.277Keywords:
e-learning, Collaboration, Learning Analytics, Evaluation, Virtual LaboratoriesAbstract
This work presents the integration of an automatic assessment system for virtual/remote laboratories and the institutional Learning Management System (LMS), in order to analyze the students’ progress and their collaborative learning in virtual/remote laboratories. As a result of this integration, it is feasible to extract useful information for the characterization of the students’ learning process and detecting the students’ engagement with the practical activities of our subjects. From this integration, a dashboard has been created to graphically present to lecturers the analyzed results. Thanks to this, faculty can use the analyzed information in order to guide the learning/teaching process of each student. As an example, a subject focused on the configuration of network services has been chosen to implement our proposal.Downloads
References
[1] American Society for Engineering Education Educational Research and Methods Division. Web page at http://erm.asee.org/ Date of last access: June 25, 2014.
[2] V. Blondel, J. Guillaume, R. Lambiotte, and E. Mech. Fast unfolding of communities in large networks. J. Stat. Mech, 2008.
[3] P. Brusilovsky and E. Millán. User models for adaptive hypermedia and adaptive educational systems. In P. Brusilovsky, A. Kobsa, and W. Nejdl, editors, The Adaptive Web: Methods and Strategies of Web Personalization, Lecture Notes in Computer Science, pages 3–53. Springer Berlin Heidelberg, 2007.
[4] R. M. Carro, A. Ortigosa, E. Martín, and J. H. Schlichter. Dynamic generation of adaptive web-based collaborative courses. In CRIWG, pages 191–198, 2003.
[5] T. N. M. Consortium. The horizon report (2011 edition). On-Line, 2011. Date of last access: June 25, 2014.
[6] S. Dawson, L. Lockyer, A. Bakharia, E. Heathcote, L. Macfadyen, P. Long, R. Phillips, and P. Poronnik. SNAPP. On-Line, 2011. Date of last access: June 25, 2014.
[7] L. P. Dringus and T. Ellis. Temporal transitions in participation flow in an asynchronous discussion forum. Computers and Education, 54(2):340–349, 2010.
[8] T. Elias. Learning analytics: Definitions, processes and potential. OnLine, 2011. Date of last access: June 25, 2014.
[9] N. Furugori, H. Sato, H. Ogata, Y. Ochi, and Y. Yano. COALE: Collaborative and adaptive learning environment. In Proceedings of CSCL 2002, pages 493–494, 2002.
[10] D. R. Garrison, T. Anderson, and W. Archer. Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1):7–23, 2001.
[11] D. R. Garrison and M. Cleveland-Innes. Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19(3):133–148, 2005.
[12] E. Gaudioso and J. Boticario. Supporting personalization in virtual communities in distance education. World Scientific Publishing Company, 2002.
[13] R. Hanneman and M. Riddle. Introduction to social network methods (online textbook). On-Line, 2005. Date of last access: June 25, 2014.
[14] I.-H. Hsiao and P. Brusilovsky. The role of community feedback in the student example authoring process: An evaluation of annotex. British Journal of Educational Technology, 42(3):482–499, 2011.
[15] A. Kobsa, J. Koenemann, and W. Pohl. Personalized hypermedia presentation techniques for improving online customer relationships. The Knowledge Engineering Review, 16:111–155, 2001.
[16] J. B. Pena-Shaff and C. Nicholls. Analyzing student interactions and meaning construction in computer bulletin board discussions. Computers and Education, 42(3): 243–265, 2004.
[17] A. Robles-Gómez, S. Ros, R. Hernández, L. Tobarra, A. C. Caminero, R. Pastor, M. Rodríguez-Artacho, M. Castro, E. San Cristóbal, and M. Tawfik. Towards an adaptive system for the evaluation of network services. In 2013 Frontiers in Education Conference - Energizing the Future, 2013. FIE’13. 43rd Annual, pages 1–7. IEEE, 2013.
[18] C. Romero, M. I. López, J. M. Luna, and S. Ventura. Predicting students’ final performance from participation in on-line discussion forums. Computers and Education, 68:458–472, 2013.
[19] Pardo, D. Burgos, and C. D. Kloos. Monitoring student progress using virtual appliances: A case study. Computers and Education, 58(4):1058–1067, 2012.
[20] S. Ros, R. Hernández, A. Robles-Gomez, A. C. Caminero, Ll. Tobarra, and E. SanCristobal. Open service-oriented platforms for personal learning environments. IEEE Internet Computing, 17(4):26–31, 2013.
[21] S. Ros, A. Robles-Gómez, R. Hernández, A. Caminero, and R. Pastor. Using virtualization and automatic evaluation: Adapting network services management courses to the EHEA. IEEE Transactions on Education, 55(2):196–202, 2012.
[22] C. Saul and H.-D. Wuttke. Towards a high-level integration of interactive tools with e-assessments. In Proceeding of IEEE International Conference on Advanced Learning Technologies (ICALT), 2012.
[23] T. Schellens and M. Valcke. Fostering knowledge construction in university students through asynchronous discussion groups. Computer and Education, 46(4):349–370, 2006.
[24] T. Schellens, H. van Keer, M. Valcke, and B. de Wever. Learning in asynchronous discussion groups: a multilevel approach to study the influence of student, group and task characteristics. Behavior and Information Technology, 26(1):55–71, 2007.
[25] L. Schrum, M. D. Burbank, and R. Capps. Preparing future teachers for diverse schools in an online learning community: Perceptions and practice. The Internet and Higher Education, 10(3):204–211, 2007.
[26] J. P. Scott. Social Network Analysis: A Handbook. SAGE Publications, 2000.
[27] Spanish Government. Ministry of Education, Culture and Sports. What is bologna? (In Spanish). On-Line, 2009. Date of last access: June 25, 2014.
[28] Ll. Tobarra, A. Robles-Gómez, S. Ros, R. Hernández, and A. C. Caminero. Analyzing the students’ behavior and relevant topics in virtual learning communities. Computers in Human Behavior, 31(2):659–669, 2014.
[29] P. Vercellone-Smith, K. Jablokow, and C. Friede. Characterizing communication networks in a web-based classroom: Cognitive styles and linguistic behavior of self-organizing groups in online discussions. Computers and Education, 59(2):222 235, 2012.
[30] E. Webb, A. Jones, P. Barker, and P. van Schaik. Using e-learning dialogues in higher education. Innovations in Education and Teaching International, 41(1): 93–103, 2004.
[31] G. Weber and P. Brusilovsky. ELM-ART: An adaptive versatile system for web-based instruction. International Journal of Artificial Intelligence in Education, 12:351–384, 2001.
Downloads
Published
-
Abstract35
-
PDF18
Submit Article
Information
