2026-04-27T20:16:04Zhttps://uvadoc.uva.es/oai/request

oai:uvadoc.uva.es:10324/213962025-02-25T08:23:18Zcom_10324_1191com_10324_931com_10324_894col_10324_1381

Rodríguez Triana, María Jesús Martínez Monés, Alejandra Asensio Pérez, Juan Ignacio 2016 Producción Científica From the conceptualization to the evaluation of blended learning scenarios, teachers address multiple tasks, sometimes being overwhelmed on account of the required time and associated burden. To support teachers in this endeavor, we propose to connect the pedagogical decisions made at design time with the analysis of the participants’ interactions. In this paper, we evaluate the proposal in two authentic scenarios where we analysed whether the script-aware monitoring process provided the participant teachers with relevant information for the orchestration of blended learning scenarios. The participant teachers valued the proposal positively in terms of representativeness, novelty, relevance, required effort, and perceived usefulness. Additionally, they stated that it was helpful for the orchestration of the learning scenarios. application/pdf http://uvadoc.uva.es/handle/10324/21396 eng Aprendizaje Design-aware analytics supporting teachers' monitoring of blended learning scenarios in Higher education info:eu-repo/semantics/conferenceObject 3 p. TEXT UVaDOC. Repositorio Documental de la Universidad de Valladolid Hispana