Analyzing the Group Formation Process in Intelligent Tutoring Systems

Abstract

XI 3.2.3. Análisis de los grupos focales con los estudiantes․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․76 3.2.4. Conclusiones del análisis de las entrevistas y de los grupos focales․․․․․․․․․76 3.2.4.1. Entorno de aprendizaje adaptable y personalizado․․․․․․․․․․․․․․․․․․․․․․․․77 3.2.4.2. Mejora de la comunicación entre profesores y estudiantes․․․․․․․․․․․․․․․80 Capítulo 4. Propuesta de marco para la combinación de analítica de aprendizaje y la clase invertida․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․84 4.1. Indicadores utilizados en el marco de trabajo․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․86 4.1.1 Indicadores asociados con los vídeos․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․93 4.1.1.1. Indicadores asociados a un único estudiante․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․93 4.1.1.2. Indicadores asociados a varios estudiantes․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․94 4.1.2. Indicadores asociados con los ejercicios․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․101 4.1.2.1. Indicadores asociados a un único estudiante․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․101 4.1.2.2. Indicadores asociados a varios estudiantes․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․102 4.1.3. Indicadores asociados con las lecturas․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․107 4.1.4. Indicadores asociados con los foros de discusión․․․․․․․․․․․․․․․․․․․․․․․․․․․․․108 4.2. Uso de los indicadores en los diferentes tipos de clase invertida․․․․․․․․․․․․․․․․․109 4.2.1. Clase invertida orientada a ejercicios․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․110 4.2.1.1. Antes de la clase presencial․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․113 4.2.1.2. Durante la clase presencial․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․114 4.2.1.3. Después de la clase presencial․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․114 4.2.2. Clase invertida orientada a actividades en grupo․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․115 4.2.2.1. Antes de la clase presencial․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․117 4.2.2.2. Durante la clase presencial․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․118 4.2.2.3. Después de la clase presencial․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․118 4.2.3. Clase invertida orientada a prácticas experimentales․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․119 4.2.3.1. Antes de la clase presencial․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․121 4.2.3.2. Durante la clase presencial․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․122 4.2.3.3. Después de la clase presencial․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․123 4.2.4. Clase invertida orientada a la creación de recursos educativos por parte del _________estudiante․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․124 4.2.4.1. Antes de la clase presencial․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․.126 4.2.4.2. Durante la clase presencial․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․.127 4.2.4.3. Después de la clase presencial․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․127XII 4.2.5. Comparativa de los indicadores seleccionados según el modelo de clase _________invertida utilizado...

Smart Groups: A system to orchestrate collaboration in hybrid learning environments. A simulation study

“…Another related work is Web College (Villasclaras-Fernández et al, 2013), a tool for supporting teachers in collaborative learning environments, providing recommendations of CLFPs according to the type of task and/or objectives to be achieved with that task. In addition, it is worth noting the work by Rubio-Fernández et al (2019), which facilitates the creation of homogeneous or heterogeneous groups of students during the onsite phase of the flipped classroom based on students' work at home in the online phase, watching videos, or doing formative exercises, when available.…”

“…The fifth is "Group Type", where the teacher indicates whether they want to make groups of students with similar/homogeneous knowledge, different/heterogeneous knowledge, or random groups, based on the previous performance of the students on the course. Finally, the last option is "Data used to create the groups", where the teacher can select the previous data (if any) that will be consider when creating homogeneous/heterogeneous groups, including videos watched by students or exercises tried, as indicated by Rubio-Fernández et al (2019). When the teacher decides to start the group work, the APP will recommend them some CLFPs (e.g., Jigsaw, Pyramid, Think-Pair-Share) (Figure 3a).…”

“…One important decision when orchestrating collaborative tasks refers to group creation and management. There are different ways to create groups, for example, assigning group members randomly or based on their previous knowledge, ability or performance in the course (van der Laan Smith & Spindle, 2007), that is, homogeneous groups with the same level of knowledge, ability, or previous performance, or heterogeneous groups with different levels of knowledge, ability, or previous performances (Rubio-Fernández et al, 2019). Although there are an important number of articles that addressed the topic of orchestration of collaboration (Dillenbourg & Jermann, 2010;Prieto et al, 2011) there is an open line of research as a result of COVID-19, since collaboration now can take place in hybrid learning environments (with some students in the classroom and others connected online) and where safety distance must be respected in the case of students (and the teacher) who are in the classroom.…”

Smart Groups: A Tool for Group Orchestration in Synchronous Hybrid Learning Environments

“…If the application has access to the previous performance of students, a profile per student will be created. By having these profiles the application can organise the students in a homogeneous way (the members of the group have a similar profile), in a heterogeneous way (the members of the group have different profiles) or in a random way; this last option is the one that is chosen by default if there are no data on students' previous performance [3]. The teacher has in this last parameter the possibility to choose how these profiles are defined.…”