Using Data Pipelines to reflect on a flipped classroom, problem-based learning course

Περίληψη

The digital era includes the rapid generation of data, knowledge, and technologies. This demands changes in education and the way that people learn in general. Problem-Based Learning PBL enables active participation in the learning process and supports the development of transversal and lifelong learning skills. This paper presents a LA process to evaluate a PBL course by leveraging Data Pipelines. Data from a PBL course, were imported into a data pipeline that was designed to incorporate all the processes of a Learning Analytics (LA) cycle. The results of the analysis were visualized to provide actionable knowledge to educational stakeholders for evidence-based decision-making.