Learning Analytics and Interactions in Virtual Learning Environments. A Comparative Study of Typologies and their Relationship with Academic Performance

Agudo Peregrina, Ángel; Hernández García, Ángel y Iglesias Pradas, Santiago (2012). Learning Analytics and Interactions in Virtual Learning Environments. A Comparative Study of Typologies and their Relationship with Academic Performance. En: "XIV simposio internacional de informatica educativa", 29/10/2012 - 31/10/2012, Andorra La Vella (Andorra). pp. 203-208.

Descripción

Título: Learning Analytics and Interactions in Virtual Learning Environments. A Comparative Study of Typologies and their Relationship with Academic Performance
Autor/es:
  • Agudo Peregrina, Ángel
  • Hernández García, Ángel
  • Iglesias Pradas, Santiago
Tipo de Documento: Ponencia en Congreso o Jornada (Artículo)
Título del Evento: XIV simposio internacional de informatica educativa
Fechas del Evento: 29/10/2012 - 31/10/2012
Lugar del Evento: Andorra La Vella (Andorra)
Título del Libro: XIV simposio internacional de informatica educativa
Fecha: Octubre 2012
Materias:
Palabras Clave Informales: interactions, learning analytics, academic performance, typologies
Escuela: E.T.S.I. Telecomunicación (UPM)
Departamento: Ingeniería de Organización, Administración de Empresas y Estadística
Licencias Creative Commons: Reconocimiento - Sin obra derivada - No comercial

Texto completo

[img]
Vista Previa
PDF (Document Portable Format) - Se necesita un visor de ficheros PDF, como GSview, Xpdf o Adobe Acrobat Reader
Descargar (357kB) | Vista Previa

Resumen

Analysis of learning data (learning analytics) is a new research field with high growth potential. The main objective of Learning analytics is the analysis of data (interactions being the basic data unit) generated in virtual learning environments, in order to maximize the outcomes of the learning process; however, a consensus has not been reached yet on which interactions must be measured and what is their influence on learning outcomes. This research is grounded on the study of e-learning interaction typologies and their relationship with students? academic performance, by means of a comparative study between different interaction typologies (based on the agents involved, frequency of use and participation mode). The main conclusions are a) that classifications based on agents offer a better explanation of academic performance; and b) that each of the three typologies are able to explain academic performance in terms of some of their components (student-teacher and student-student interactions, evaluating students interactions and active interactions, respectively), with the other components being nonrelevant.

Más información

ID de Registro: 19925
Identificador DC: http://oa.upm.es/19925/
Identificador OAI: oai:oa.upm.es:19925
Depositado por: Memoria Investigacion
Depositado el: 22 Sep 2013 09:53
Ultima Modificación: 21 Abr 2016 21:50
  • Open Access
  • Open Access
  • Sherpa-Romeo
    Compruebe si la revista anglosajona en la que ha publicado un artículo permite también su publicación en abierto.
  • Dulcinea
    Compruebe si la revista española en la que ha publicado un artículo permite también su publicación en abierto.
  • Recolecta
  • e-ciencia
  • Observatorio I+D+i UPM
  • OpenCourseWare UPM