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Permanent URI for this collectionhttps://repositorio.grial.eu/handle/123456789/34

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Subject: search.filters.subject.flipped classroom

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    Hybrid Flipped Classroom: adaptation to the COVID situation
    (ACM, 2020-10-21) Fidalgo-Blanco, Á.; Sein-Echaluce, M. L.; García-Peñalvo, F. J.
    One of the first measures to fight against the COVID-19 pandemic was the confinement of the society and, consequently, the impos-sibility of providing presence-based training. For this reason, the faculty had to change the training to a completely online model, in a very short period of time and without the possibility of planning the process of change. The COVID-19 remains in our lives and continues to affect the training model. Currently, there are teachers using online training, face-to-face classes and there are even dual models where the faculty teaches both presence-based and online classes at the same time. For this reason, there is a need for training methods capable of adapting to different situations. In this work the Flipped Classroom model (a method used in face-to-face classes to make students more active) has been adapted to a hybrid model which can be implemented in any situation at any time. The model was applied during confinement in programming laboratories and the impact of this model has been measured through the works generated by students during the continuous evaluation. The result has been highly positive because the number of works presented by students the generated academic doubts have increased, as well as the average grades obtained during the continuous evaluation.
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    Using web analytics tools to improve the quality of educational resources and the learning process of students in a gamified situation
    (IATED Academy, 2018-03-05) Amo Filva, D.; Valls, A.; Alier Forment, Marc; Canaleta, X.; García-Peñalvo, F. J.; Fonseca, D.; Redondo, E.
    In this paper we propose a businessification approximation to measure and analyse students' engagement in a gamified learning context. Gamification in education is used to enhance students experience and improve learning outcomes. Its technics such as points, leaderboard, badges or ranking are also used in learning instructions with the aim to improve students' engagement. This engagement can be considered as the metric to measure the success of gamified instructions. The gamification model can also be used in an online learning environment. In this virtual context teachers have to have some tools to see what happens during the learning process. Such virtual context is usually web based. In this specific context the resources used such as images, videos or audios are fundamental to engage students. In order to help teachers to enhance engagement we propose the use of web analytical tools in such web based gamified learning contexts to track, analyse and finally enhance such resources