Alejandra Martínez-Mones
Biographic Data
| ID | 76998 |
|---|---|
| NAME | Alejandra Martínez-Mones |
| GIVEN NAMES | Alejandra |
| FAMILY NAME | Martínez-Mones |
| SIGNATURE | MARTÍNEZ-MONES A |
| AFFILIATIONS | Universidad de Valladolid |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
E-FeeD4Mi
Personalised feedback in MOOCs is often prevented by the non-scalability of traditional approaches and the lack of pedagogical grounding of the current learning analytics (LA) solutions. One way to tackle such limitations is the adoption of a participatory approach through the active positioning of MOOC instructors in the design and development of LA solutions. Nonetheless, there is a scarcity of empirical proposals supporting these approaches in…
Bouncing Between the Dark and Bright Sides
The authors carried out a 4-year qualitative analysis of a case study in higher education. An undergraduate course based on the principles of computer supported collaborative learning (CSCL) was designed, implemented, and evaluated. The process was developed by a community of practice, formed by quite a number of researchers coming from the information and communication technology and education fields. All of them belong to the Intelligent & Coop…
Bouncing Between the Dark and Bright Sides
The authors carried out a 4-year qualitative analysis of a case study in higher education. An undergraduate course based on the principles of computer supported collaborative learning (CSCL) was designed, implemented, and evaluated. The process was developed by a community of practice, formed by quite a number of researchers coming from the information and communication technology and education fields. All of them belong to the Intelligent & Coop…
Bouncing Between the Dark and Bright Sides
The authors carried out a 4-year qualitative analysis of a case study in higher education. An undergraduate course based on the principles of computer supported collaborative learning (CSCL) was designed, implemented, and evaluated. The process was developed by a community of practice, formed by quite a number of researchers coming from the information and communication technology and education fields. All of them belong to the Intelligent & Coop…
E-FeeD4Mi
Personalised feedback in MOOCs is often prevented by the non-scalability of traditional approaches and the lack of pedagogical grounding of the current learning analytics (LA) solutions. One way to tackle such limitations is the adoption of a participatory approach through the active positioning of MOOC instructors in the design and development of LA solutions. Nonetheless, there is a scarcity of empirical proposals supporting these approaches in…
Computer Science (2 works) · Innovative Teaching and Learning Methods (2 works) · Knowledge management (2 works) · Sociology (2 works) · Contextualization (1 work) · Ethnography (1 work) · Flexibility (engineering (1 work) · Human–computer interaction (1 work) · Intelligent Tutoring Systems and Adaptive Learning (1 work) · Management (1 work)