We live in the digital age of data, and the technologies we use allow us to store different records that can serve as inputs for decision making in any learning environment. This work was developed in a virtual university context, applying learning analytics based on interaction visualization boards. The study was based on the question: how to support tutoring in a virtual course through the use of visualization boards of student activity? The research method used was formulated under a quasi-experimental cross-sectional design, with a mixed approach, developed through an introductory course on mobile technologies and virtual platforms for learning. The study involved 55 students who had no previous experience of training in virtual environments. The total number of participants was divided into groups and moderated by 5 virtual tutors at the beginner level. The results present an experience of Learning Analytics (LA) using visualization dashboards to support the work of the virtual tutor, highlighting that through graphics, it is easier to identify the most active students within a group, verify access to tasks and URL resources, visualize the number of submissions of an activity, establish percentages of dedication, evaluate performance through qualifications and intervene in a didactic and pedagogical way when necessary. © 2019 CEUR-WS. All rights reserved.
|Idioma original||Español (Perú)|
|Publicación||CEUR Workshop Proceedings|
|Estado||Indizado - 2019|
|Publicado de forma externa||Sí|