Learning Analytics and Interactions in Virtual Learning Environments. A Comparative Study of Typologies and their Relationship with Academic Performance

Analysis of learning data (learning analytics) is a new research field with high growth potential. The main objective of Learning analytics is the analysis of data (interactions being the basic data unit) generated in virtual learning environments, in order to maximize the outcomes of the learning process; however, a consensus has not been reached yet on which interactions must be measured and what is their influence on learning outcomes. This research is grounded on the study of e-learning interaction typologies and their relationship with students? academic performance, by means of a comparative study between different interaction typologies (based on the agents involved, frequency of use and participation mode). The main conclusions are a) that classifications based on agents offer a better explanation of academic performance; and b) that each of the three typologies are able to explain academic performance in terms of some of their components (student-teacher and student-student interactions, evaluating students interactions and active interactions, respectively), with the other components being nonrelevant.

Proposal of an Alternative Model for Speed-Flow Relationship in Two-Lane Highways

A research has been carried out in two-lanehighways in the Madrid Region to propose an alternativemodel for the speed-flowrelationship using regular loop data. The model is different in shape and, in some cases, slopes with respect to the contents of Highway Capacity Manual (HCM). A model is proposed for a mountainous area road, something for which the HCM does not provide explicitly a solution. The problem of a mountain road with high flows to access a popular recreational area is discussed, and some solutions are proposed. Up to 7 one-way sections of two-lanehighways have been selected, aiming at covering a significant number of different characteristics, to verify the proposed method the different classes of highways on which the Manual classifies them. In order to enunciate the model and to verify the basic variables of these types of roads a high number of data have been used. The counts were collected in the same way that the Madrid Region Highway Agency performs their counts. A total of 1.471 hours have been collected, in periods of 5 minutes. The models have been verified by means of specific statistical test (R2, T-Student, Durbin-Watson, ANOVA, etc.) and with the diagnostics of the contrast of assumptions (normality, linearity, homoscedasticity and independence). The model proposed for this type of highways with base conditions, can explain the different behaviors as traffic volumes increase, and follows a polynomial multiple regression model of order 3, S shaped. As secondary results of this research, the levels of service and the capacities of this road have been measured with the 2000 HCM methodology, and the results discussed. © 2011 Published by Elsevier Ltd.

Applied genre analysis: the case of introductions in spanish teacher trainees curricular design documents

A host of studies over the years have been published on introductions to research articles across a variety of fields. However, much less attention has been paid to professional or workplace introductions as well as student written introductions. This study aims to redress this imbalance by studying the writing samples of four primary English teacher trainees’ introductions to curricular design i.e. the document candidates must present to an examination board in Spain. This genre can be considered occluded in that exemplars are private and confidential and not readily available to the aspiring candidate. Three recurrent moves were identified, namely, explaining the importance of curricular design, providing background and defining concepts. Instances of self-glorification (Bhatia 1996) were revealed. The implications of the findings can have a positive effect on students’ future writing. RESUMEN. Se han publicado varios estudios en los últimos años sobre las introducciones de los artículos de investigación en varios campos. Sin embargo, se ha prestado mucha menor atención a las introducciones en los ámbitos profesionales o las introducciones en el lugar de trabajo, así como a las introducciones escritas por estudiantes. Este estudio tiene por objeto corregir este desequilibrio mediante el análisis de cuatro introducciones redactadas por candidatos para las oposiciones públicas de profesores de inglés de primaria. Este género se puede considerar oculto puesto que las muestras de dichas introducciones no están publicadas. El análisis de estas introducciones muestra que hay tres movimientos recurrentes: una explicación de la importancia del diseño curricular, definición del contexto educativo y, por último, definición de conceptos. Hay ejemplos en este estudio empírico de auto-promoción (Bhatia 1996). Las implicaciones de los resultados pueden tener un efecto positivo en la escritura de estos estudiantes en el futuro.