Learning Trajectories With Bayesian Student Model for Autonomous Study in Flipped Learning

Abstract

As a complementary tool for learning Calculus, we have been using SIACUA, a computer system designed to help autonomous learning, which is based on the use of parameterized questions with detailed solutions, also parameterized, with a Bayesian user model for feedback. This system has proven to be effective in keeping the students working during the classes' period, as the recent data usage we present in this article shows.A difficulty in flipped learning is to guarantee that students study before the classes. We address this issue by trying to provide the best possible conditions for this autonomous work to occur. Hence, we propose an expansion of SIACUA, by combining it with the model MOTRAC, a model for creating learning objects and learning trajectories for meaningful learning, based on Meaningful Learning Theory and Cognitive Load Theory, to achieve good guidance, together with the already existing Bayesian feedback, in a flipped learning set, with active learning occurring in the classes.In the proposed learning set we also use an assessment computer system: PmatE. System PmatE is being used from 1989, mainly in the yearly science competitions, that nowadays join in our University, in the three days of the competitions, about ten thousand students, from all ages, from basic to secondary schools. To achieve some extrinsic motivation, and to further guarantee the students study before the classes, we use system PmatE, which imports contents from SIACUA, for assessment in the end of each class.Past experiences show two main advantages of using two completely different computer systems, one for learning and another one for assessment are: (i) students are more motivated to use the learning system because they know its contents or similar are going to be used for assessment; (ii) students are not afraid of answering questions in the learning system because they know that the diagnosis on this system is not going to be used for assessment and so it is a useful and safe feedback.

Motivating Study Before Classes on Flipped Learning

“…Computers and smartphones can be used for learning, and in particular, videos are as effective as lectures, at least in less complicated subjects (see [2,3,4]). We have proposed in [5] an extension of a computer system for use in a flipped learning environment adding, among other elements, introductory videos. In this article, we present some usage data from a Web application, named SIACUA, implemented by us (see [6]), and now expanded including other Learning Objects (LOs) containing introductory videos along with other contents.…”

“…In this article, we present some usage data from a Web application, named SIACUA, implemented by us (see [6]), and now expanded including other Learning Objects (LOs) containing introductory videos along with other contents. This expansion is based on the extension proposed in [5] and we have used it with students on some topics taught with the flipped learning method. The main objective of this work is to compare the results in topics in flipped learning using this Web application and topics in traditional teaching without using the Web application.…”

“…As we stated in [5], one problem with flipped learning is that students may not prepare themselves for the classes using the proposed material supplied. Our approach to try to reduce this problem is to provide the material through a very clear and simple Web application capable of providing useful feedback about the study progress.…”