A learning analytics tool for the support of the flipped classroom

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dc.contributor.author Rubio Fernández, Aarón
dc.contributor.author Muñoz Merino, Pedro José
dc.contributor.author Delgado Kloos, Carlos
dc.date.accessioned 2020-10-09T10:57:58Z
dc.date.available 2020-10-09T10:57:58Z
dc.date.issued 2019-07-26
dc.identifier.bibliographicCitation Rubio-Fernández, A., Muñoz-Merino, P. J. y Delgado Kloos, C. (2019). A learning analytics tool for the support of the flipped classroom. Computer Applications in Engineering Education, 27(5), pp. 1168-1185
dc.identifier.issn 1061-3773
dc.identifier.uri http://hdl.handle.net/10016/31173
dc.description.abstract 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.
dc.description.sponsorship 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.
dc.format.extent 44
dc.language.iso eng
dc.publisher Wiley Periodicals
dc.rights © 2019 Wiley Periodicals, Inc.
dc.subject.other Interventions
dc.subject.other Methodology
dc.subject.other Active learning
dc.subject.other Flipped classroom
dc.subject.other Learning analytics
dc.title A learning analytics tool for the support of the flipped classroom
dc.type article
dc.subject.eciencia Telecomunicaciones
dc.identifier.doi https://doi.org/10.1002/cae.22144
dc.rights.accessRights openAccess
dc.relation.projectID Comunidad de Madrid. P2018/TCS‐4307
dc.relation.projectID Gobierno de España. TIN2017‐85179‐C3‐1‐R
dc.relation.projectID Gobierno de España. TIN2014‐53199‐C3‐1‐R
dc.type.version acceptedVersion
dc.identifier.publicationfirstpage 1168
dc.identifier.publicationissue 5
dc.identifier.publicationlastpage 1185
dc.identifier.publicationtitle Computer Applications in Engineering Education
dc.identifier.publicationvolume 27
dc.identifier.uxxi AR/0000024605
dc.contributor.funder Comunidad de Madrid
dc.contributor.funder Ministerio de Economía y Competitividad (España)
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