Monitoring learning activities in a student's personal workspace via a configured virtual appliance is feasible in a real course¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Deploying a monitoring scheme inside a virtual appliance used throughout a 15-week face-to-face course recorded nearly 90,000 events for 172 students, showing deployment is feasible, though coverage varied per student. → Romero-Zaldivar 2012

Evidence¶

Romero-Zaldivar 2012¶

Romero-Zaldivar, V.-A., Pardo, A., Burgos, D., & Delgado Kloos, C. (2012). Monitoring student progress using virtual appliances: A case study. Computers & Education, 58(4), 1058–1067. https://doi.org/10.1016/j.compedu.2011.12.003

q2 · i? · design · r2

Observational deployment study in a second-year engineering course (Fall 2010). The monitoring mechanism ran 15 weeks inside the students' virtual appliances; the authors report that "Almost 90,000 events were recorded for a total of 172 students" and conclude the approach was successfully deployed. No effect size is reported.

"Almost 90,000 events were recorded for a total of 172 students. Thus, we conclude that the approach can be successfully deployed in a real course and students embrace it with no problems."

Discussion¶

Related Claims¶

• In face-to-face scenarios, workspace monitoring data yields a better estimate of academic achievement than LMS forum data — related
• Counts of specific tool-use events (WorkTime, Command, Compile, Editor, Profiler, IDE) correlate positively and significantly with final course grade — related
• Teachers judged the GSI adaptive example useful for real scenarios but not feasible to deploy effectively — related