Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
A learning analytics tool for the support of the flipped classroom
Nowadays, there are quite a few experiences of the use of the flipped classroom (FC) in engineering education due to their advantages in comparison with the traditional methodology. The possibility of promoting students’ active learning under the FC can lead to improvements in the learning outcomes. Nonetheless, there are several issues that arise when using the FC (such as the students’ need of preparing the face‐to‐face lesson) that must be addressed. To take advantage of the whole potential of the FC, we propose the application of learning analytics (LA) to improve the FC. In particular, we define a methodology that proposes a set of recommended actions to be done to enhance a specific type of flipped classroom through LA. Moreover, we present a LA tool designed and implemented specifically for this methodology. This tool allows teachers to obtain relevant information needed to improve their FC experiences. The information is provided using several visualizations that are analyzed and explained in detail. We illustrate the use of the tool with students from engineering courses. ; This study has been partially funded by FEDER/Ministerio de Ciencia, Innovación y Universidades‐Agencia Estatal de Investigación/Smartlet project (TIN2017‐85179‐C3‐1‐R). In addition, this study has been partially funded by the e‐Madrid‐CM project with Grant No. S2018/TCS‐4307, which is funded by the Madrid Regional Government (Comunidad de Madrid), by the Fondo Social Europeo (FSE) and by the Fondo Europeo de Desarrollo Regional (FEDER). This study has also been supported by the RESET project (TIN2014‐53199‐C3‐1‐R) funded by the Ministry of Economy and Competitiveness.
A learning analytics tool for the support of the flipped classroom
Nowadays, there are quite a few experiences of the use of the flipped classroom (FC) in engineering education due to their advantages in comparison with the traditional methodology. The possibility of promoting students’ active learning under the FC can lead to improvements in the learning outcomes. Nonetheless, there are several issues that arise when using the FC (such as the students’ need of preparing the face‐to‐face lesson) that must be addressed. To take advantage of the whole potential of the FC, we propose the application of learning analytics (LA) to improve the FC. In particular, we define a methodology that proposes a set of recommended actions to be done to enhance a specific type of flipped classroom through LA. Moreover, we present a LA tool designed and implemented specifically for this methodology. This tool allows teachers to obtain relevant information needed to improve their FC experiences. The information is provided using several visualizations that are analyzed and explained in detail. We illustrate the use of the tool with students from engineering courses. ; This study has been partially funded by FEDER/Ministerio de Ciencia, Innovación y Universidades‐Agencia Estatal de Investigación/Smartlet project (TIN2017‐85179‐C3‐1‐R). In addition, this study has been partially funded by the e‐Madrid‐CM project with Grant No. S2018/TCS‐4307, which is funded by the Madrid Regional Government (Comunidad de Madrid), by the Fondo Social Europeo (FSE) and by the Fondo Europeo de Desarrollo Regional (FEDER). This study has also been supported by the RESET project (TIN2014‐53199‐C3‐1‐R) funded by the Ministry of Economy and Competitiveness.
A learning analytics tool for the support of the flipped classroom
Rubio Fernández, Aarón (Autor:in) / Muñoz Merino, Pedro José (Autor:in) / Delgado Kloos, Carlos (Autor:in) / Comunidad de Madrid / Ministerio de Economía y Competitividad (España)
26.07.2019
AR/0000024605
Aufsatz (Zeitschrift)
Elektronische Ressource
Englisch
DDC:
690
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