Monitoring Students at the University: Design and Application of a Moodle Plugin
Abstract
:1. Introduction
1.1. Characteristics of Teaching in Blended Learning Environments
- Monitoring actions through the development of dynamic activities that include hypermedia resources. These actions facilitate monitoring progress through the systematic checking of goals. This is a process that contains assessment, the proper identification of information, the evaluation of the content of responses to goals, and self-questioning. Machine Learning techniques are used to perform the analyses.
- Discrimination between effective vs. ineffective learning strategies. Procedures for detecting task difficulties are analysed and tasks at varying degrees of difficulty are presented to learners.
- The development of help-seeking behaviour through data that can be used to analyse time and effort in planning, the degree of task difficulty, and interest shown towards the scope of the task.
- The overall effort made to follow the subject.
- The time the student spends on practical tasks.
- The time spent by the student on tasks of a theoretical nature.
- The effort invested in completing the questionnaires.
- The time spent on forum discussions.
- (1)
- The quality of the discussions in the forums (type and length of messages).
- (2)
- The time spent analysing the feedback from the teacher.
- (3)
- The number of messages read in the forums.
- The contribution to the creation of content.
- How soon or how late the activities are completed and delivered.
- The number of “to visit” links to reference information.
1.2. Characteristics of the Learning Management System in the Detection of the At-Risk Student
- (1)
- To design a plugin for Moodle, known as “eOrientation”, for the early detection of at-risk students.
- (2)
- To test the effectiveness of the “eOrientation” plugin on university students.
2. Materials and Methods
2.1. Participants
2.2. Instruments
- (a)
- UBUVirtual Platform. This platform is an LMS developed in the Moodle environment, version 3.7.
- (b)
- “eOrientation” Moodle Plugin. The “eOrientation” plugin was developed within an ongoing research project funded by the Junta de Castilla y León (Spain). Customized access can be set up with this plugin by the course (subject) modules that are available on each course. It provides a graph for each group, showing the total number of accesses for each user within a specific period previously selected by the teacher. The graph incorporates the average number of accesses to each platform module. Likewise, personalized notifications related to learning process monitoring can be sent to a student or a group of students using the plugin through an email sent to a platform-messaging system. In addition, a table with all or part of the information registered can be exported in different formats (.csv, .xlsx, HTML table, .json, .ods, .pdf). More detailed information on the “eOrientation” plugin is presented in the development of objective 1 (see point 6: Patents) in the results section.
- (c)
- Design of the subjects. The subjects “Quality Management Methodology” and “Early Stimulation” kept to the same design and applied the same PBL teaching methodology. The subjects contained five thematic units with the following structure: presentation of the unit, complementary information, and satisfaction survey in each unit. Additionally, in both subjects quizzes were used on the platform, providing automatic feedback to the answers given by the student. Likewise, flipped classroom experiences and glossaries were made available to students. The following types of accesses (to different resources) could be set up, depending on the design of activities and resources performed by the teacher on the platform. In this case, the types of accesses were: “feedback”, “quizzes”, “theoretical information”, “practice”, “complementary information”, and “information on PBL”.
2.3. Procedure
2.4. Statistical Analysis
2.5. Previous Statistical Analyses
3. Results
3.1. Contrasting Objectives
3.1.1. Objective 1
3.1.2. Objective 2
4. Discussion
5. Conclusions
6. Patents
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
Ethics Statement
Data Availability Statement
References
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Participant Type | Gender | ||||||
---|---|---|---|---|---|---|---|
N | n | Men | n | Women | |||
Mage | SDage | Mage | SDage | ||||
Nursing students (Group 1) | 137 | 19 | 21.42 | 1.02 | 118 | 22.18 | 2.56 |
Occupational Therapy students (Group 2) | 142 | 18 | 22.94 | 2.24 | 124 | 22.89 | 4.11 |
Total | 279 | 37 | 22.16 | 1.86 | 242 | 22.54 | 3.46 |
Types of Access | N | Range | Min | Max | M | SD | Skewness | Kurtosis | ||
---|---|---|---|---|---|---|---|---|---|---|
S | SE | S | SE | |||||||
Feedback | 279 | 80 | 0 | 80 | 16.16 | 15.41 | 1.33 | 0.15 | 1.78 | 0.29 |
Quizzes | 279 | 385 | 0 | 385 | 123.75 | 61.01 | 0.93 | 0.15 | 1.54 | 0.29 |
Theoretical information | 279 | 84 | 1 | 85 | 17.79 | 11.70 | 1.63 | 0.15 | 4.34 | 0.29 |
Practices | 279 | 113 | 0 | 113 | 22.21 | 20.17 | 1.50 | 0.15 | 2.83 | 0.29 |
Supplementary material | 279 | 183 | 0 | 183 | 17.64 | 19.52 | 3.30 | 0.15 | 20.92 | 0.29 |
Information on PBL | 279 | 106 | 0 | 106 | 12.33 | 13.80 | 3.12 | 0.15 | 13.70 | 0.29 |
Activities | Maximum | Cluster 1 n = 121 | Cluster 2 n = 122 | Cluster 3 n = 36 |
---|---|---|---|---|
Feedback | 19 | 14 | 19 | 13 |
Quizzes | 239 | 141 | 72 | 239 |
Theoretical information | 21 | 15 | 21 | 14 |
Practices | 26 | 20 | 26 | 18 |
Degree | Cluster 1 | % | Cluster 2 | % | Cluster 3 | Total | |
---|---|---|---|---|---|---|---|
Nursing students (Group 1) | 68 | 49.63 | 36 | 26.28 | 33 | 24.09 | 137 |
Occupational therapy students (Group 2) | 53 | 37.32 | 86 | 60.56 | 3 | 2.11 | 142 |
Total | 121 | 43.37 | 122 | 43.73 | 36 | 12.90 | 279 |
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Sáiz-Manzanares, M.C.; Marticorena-Sánchez, R.; García-Osorio, C.I. Monitoring Students at the University: Design and Application of a Moodle Plugin. Appl. Sci. 2020, 10, 3469. https://doi.org/10.3390/app10103469
Sáiz-Manzanares MC, Marticorena-Sánchez R, García-Osorio CI. Monitoring Students at the University: Design and Application of a Moodle Plugin. Applied Sciences. 2020; 10(10):3469. https://doi.org/10.3390/app10103469
Chicago/Turabian StyleSáiz-Manzanares, María Consuelo, Raúl Marticorena-Sánchez, and César Ignacio García-Osorio. 2020. "Monitoring Students at the University: Design and Application of a Moodle Plugin" Applied Sciences 10, no. 10: 3469. https://doi.org/10.3390/app10103469