Conde González, Miguel Ángel

García-Peñalvo, Francisco J.

Pazmiño Maji, Rubén Antonio

English

Gestion del Repositorio Documental de la Universidad de Salamanca

20 al 30 de abril       716 Association rules with SIA in B-Learning Courses: A mapping review  3.  Blended learning: Experiences in search of quality  Rubén A. Pazmiño-Maji Science Faculty-data science group University of espoch  Riobamba, Ecuador  rpazmino@espoch.edu.ec Francisco J. García-Peñalvo  Department of Computer Science  University of Salamanca Salamanca, Spain  fgarcia@usal.es Miguel A. Conde-González Department of Computer Science University of León León, Spain miguel.conde@unileon.es  Abstract: According to scopus between the years 2012 and  2016 there are 3556 scientific documents about Blended Learning, these have been and are still an emerging learning methodology. With this document, we determine the association rules with statistical implicative analysis (SIA) in B-Learning courses in Science Faculty at the ESPOCH University. To this end, we use mapping review in the blended learning courses used in the last 5 years (2012 to 2016) in Institutional platform, milaulas.com, and google. We started with 3350 B-Learning courses and finally 13 had all quality criteria. This document also describe a Institutional experience about Association rules with SIA in B-Learning Courses in the last five years.  Keywords: statistical implicative analysis, systematic review, university, blended learning, extracting knowledge in statistics   INTRODUCTION The idea of association rules with Statistical Implicative Analysis (SIA) was conceived for Regis Gras [5] forty-eight years ago and has a set of data analysis tools that allows approaching knowledge on the basis of the information contained in the statistic database. The approach is performed starting from the generation of asymmetric rules [26] between variables and variables classes. The statistical theory [2] and application of SIA are in continuous expansion and development. The SIA informatics tool is called CHIC [3; 4], the last windows version is 7.x, the CHIC free 20 al 30 de abril       717 multiplatform version is called RCHIC  and has been used since 201414. SIA has an international group of active researchers from 200015.  The aim of this paper is to describe Association rules with SIA in B-Learning Courses in last 5 years in Science Faculty at the ESPOCH University. The Espoch is a public university, which is in the city of Riobamba-Ecuador. The Espoch have 7 Faculties: faculty of business administration, faculty of livestock sciences, faculty of computers and electronics, faculty of mechanics, faculty of natural resources, faculty of public health and faculty of sciences.  The science faculty, have four schools and six careers: Biophysics, Informatics statistic, Chemistry, Chemistry engineering, Biochemistry-pharmacy and Environmental biotechnology. All professional careers are face-to-face and supported by Blended learning in moodle platform [6; 14; 1]. Since 2013, espoch initiated a training process in the use of association rules [10] in the extraction of knowledge through Statistical Implication Analysis. This work also aims to know the sustainability of the training process carried out. Section II describes the mapping review of literature and the steps in the research realized. Section III describes the results and its discussion. Finally, section IV describes the conclusions.  METHOD In the planning of systematic and mapping review the objectives were identified and the protocol was defined [7]. In planning the objectives were identified and defined the protocol [8]. The Protocol shows the method used in the systematic review and mapping in order to minimize the bias of researchers and that the methodology can be reproduced.  Below we summarize the protocol used: Research questions The systematic mapping aims to answer the questions: MQ0: What is the number of B-learning papers in the last 5 years? MQ1: What is the number of B-learning courses by semester? MQ2: What is the number of B-learning courses by career? MQ3: What is the percentage of B-learning courses in statistics by semester? MQ4: What B-learning courses using Association rules ? MQ5: What B-learning courses using Association rules with SIA? MQ6: What software using in Association rules with SIA?  PICOC method The paper of Petticrew and Roberts [9], proposed the PICOC method to define our scope:  Population (P): B-learning Courses using SIA in Cience Faculty (2012-2016).  Intervention (I): SIA B-learning Courses with explicit SIA contens, in last five years (2012-2016).  Comparison (C): No comparison intervention.  Outcomes (O): Association rules with SIA, main results                                                           14 http://members.femto-st.fr/raphael-couturier/en/rchic 15 http://sites.univ-lyon2.fr/asi9/ 20 al 30 de abril       718  Context(C): SIA B-learning Courses in Cience Faculty Time period The last 5 years (2012 to 2016) Sources The search was done in the next web pages    Institutional Moodle(https://elearning.espoch.edu.ec/),   milaulas (https://www.milaulas.com/),   Google (https://www.google.com.ec),  In order to answer the research questions raised, the inclusion and exclusion criteria were defined, they also allowed us to select the B-Learning courses based in Association rules . Inclusion and exclusion criteria The inclusion criteria (IC) are presented below: IC1: The B-learning courses are used in Science Faculty careers IC2: The B-learning courses, were implemented in moodle platform IC3: The moodle platform can be institutional or not IC4: Association rules with SIA was studied at least in 10%  The exclusion criteria [11]  are presented below: EC1: The B-learning courses are used in other ESPOCH Faculties EC2: The B-learning courses, were implemented not moodle platform EC3: The B-learning courses, were not accessible  Search string The group of primary studies were defined [54]. The final search string was described as follows: (“statistical implicative analysis” OR SIA) AND (LIMIT-TO (PUBYEAR, 2016) OR (LIMIT-TO (PUBYEAR, 2015) OR (LIMIT-TO (PUBYEAR, 2014) OR (LIMIT-TO (PUBYEAR, 2013) OR (LIMIT-TO (PUBYEAR, 2012))  [12; 13] showed studies on control, if the search chain found relevant studies.  Quality assessment The quality assessment questions are presented below in Table 1:  Table  1: Quality assessment questions Questions Answers Yes=1 No=0 Half=0.5 1. Are the  B-learning course goals clearly specified?  2. Are the  Statistical Implicative Analysis goals clearly specified?  3. Are the  Association rules with SIA goals clearly specified?  4. Was the b-learning methodology used for less than 70% of the course? 5. Was the b-learning methodology used with all students?      RESULTS AND DISCUSION 20 al 30 de abril       719 MQ0: What is the number of B-learning papers in the last 5 years?  Figure  1: Blended Learning Papers By Year Figure 1. Shows the tendency of B-learning papers, in general they tend to increase. This is because; they have been and are still an emerging learning methodology.  MQ1: What is the number of B-learning courses by semester?  Figure  2: Bar Char about number of B-learning courses by Semester (10 semesters in 5 years) 767 816 668 695 610 5005506006507007508008502011 2012 2013 2014 2015 2016 2017Papers 1 2 3 4 5 6 7 8 9 10COURSES 35 35 34 35 35 35 35 34 36 210510152025303540Number of B-learning courses 20 al 30 de abril       720 The figure 2, can be expanded as follow, in 5 years there are 10 semesters, total   = 335 * 10 = 3350 moodle courses.   MQ2: What is the number of B-learning courses by career?  Table  2: B-learning courses by career Biofísica 50 Bioquímica y Farmacia 56 Ing. Biotecnología Ambiental 61 Ing. Estadística Informática 50 Ing. Química 62 Química 56 Total 335 The Table 2, can be expanded as follow, in 5 years there are 10 semesters, total = 335 * 10 = 3350 moodle courses.  MQ3: What is the percentage of B-learning courses in statistics by semester?   Figure  3: B-learning courses in statistics by semester? Figure 3. Shows that the most frequent carrier is Informatics statistic (68.0 %), because the carrier is specialized en statistics.  MQ4: What B-learning courses using Association rules ?  Table  3: B-learning courses using Association rules, SIA and Software 4% 8% 8% 68% 4% 8% STATISTICS COURSES BiofísicaBioquímica y FarmaciaIng. BiotecnologíaAmbientalIng. EstadísticaInformáticaIng. QuímicaQuímica20 al 30 de abril       721 YEAR PERIOD SCHOOL CARRIER SEMESTER COURSE WEEKLY HOURS SOFTWARE 2012 MAR-AGO Física y Matemática Ing. Estadística Informática 7 ESTADISTICA NO PARAMETRICA 8 CHIC 2012 SEP-FEB Física y Matemática Ing. Estadística Informática 7 ESTADISTICA NO PARAMETRICA 8 CHIC 2013 MAR-AGO Física y Matemática Ing. Estadística Informática 7 ESTADISTICA NO PARAMETRICA 8 CHIC 2013 SEP-FEB Ciencias Químicas Ing. Biotecnología Ambiental 9 BIOMETRIA Y DISEÑO EXPERIMENTAL 6 CHIC 2013 SEP-FEB Bioquímica y Farmacia Bioquímica y Farmacia 7 BIOMETRIA Y DISEÑO EXPERIMENTAL 6 CHIC 2013 SEP-FEB Física y Matemática Ing. Estadística Informática 7 ESTADISTICA NO PARAMETRICA 8 CHIC 2014 MAR-AGO Ciencias Químicas Ing. Biotecnología Ambiental 9 BIOMETRIA Y DISEÑO EXPERIMENTAL 6 RCHIC 2014 MAR-AGO Bioquímica y Farmacia Bioquímica y Farmacia 7 BIOMETRIA Y DISEÑO EXPERIMENTAL 6 RCHIC 2014 MAR-AGO Física y Matemática Ing. Estadística Informática 7 ESTADISTICA NO PARAMETRICA 8 RCHIC 2014 SEP-FEB Ciencias Químicas Ing. Biotecnología Ambiental 9 BIOMETRIA Y DISEÑO EXPERIMENTAL 6 RCHIC 2014 SEP-FEB Bioquímica y Farmacia Bioquímica y Farmacia 7 BIOMETRIA Y DISEÑO EXPERIMENTAL 6 RCHIC 2014 SEP-FEB Física y Matemática Ing. Estadística Informática 7 ESTADISTICA NO PARAMETRICA 8 RCHIC 2015 MAR-AGO Física y Matemática Ing. Estadística Informática 6 SIE APLICADAS A LA INVESTIGACION 12 RCHIC 2015 SEP-FEB             2016 MAR-AGO             2016 SEP-FEB        :      Table 3 shows that 3 b-learning courses were using the association rules. The courses were: estadística no paramétrica, biometría y diseño experimental, sistemas de información estadísticos aplicados a la investigación. These courses were repeated for three consecutive years (six semesters)  MQ5: What B-learning courses using Association rules with SIA? Table 3 shows that 3 b-learning courses were using the association rules with Statistical Implicative Analysis. The courses were: estadística no paramétrica, biometría y diseño experimental, sistemas de información estadísticos aplicados a la investigación. These courses were repeated for three consecutive years (six semesters) and were the following schools Informatics statistic, Biochemistry-pharmacy and Environmental biotechnology.  MQ6: What software using in Association rules with SIA? Table 3 shows that there are two different software used CHIC and RCHIC, in the first six semesters was used CHIC and the next seven semesters was used RCHIC. The use of CHIC or RCHIC seems to depend only on time.  CONCLUSIONS 20 al 30 de abril       722 The aim of this paper is to describe Association rules with SIA in B-Learning Courses in last 5 years in Science Faculty at the ESPOCH University. To describe Association rules with SIA in B-Learning Courses, we use mapping literature review method. The tendency of B-learning papers is to increase in the time, Statistical Implicative Analysis can be used for Learning analytics in particular for Moodle. The number of B-learning courses by Semester has a mean of 34 courses in Science Faculty. The carrier with more courses of B-learning is Chemistry Engineering. The most frequent carrier is Informatics statistic (68.0 %), because the carrier is specialized en statistics. Three b-learning courses were using the association rules with Statistical Implicative Analysis and were repeated for three consecutive years (six semesters). In the first six semesters was used CHIC and the next seven semesters was used RCHIC, because RCHIC was develop in the ESPOCH University around the year 2014 by Rafael Couturier. We can conclude that there is a development of the SIA in the years 2013 and 2014, but that since 2015 there is stagnation.  ACKNOWLEDGMENT We would like to thank the University of Salamanca PhD Programme on Education in the Knowledge Society scope. Similarly, we want to thank Escuela Superior Politécnica de Chimborazo (ESPOCH) for funding to perform this research.  REFERENCES [1] ALDANA, Mayra Alexandra González; OSORIO, Karen Vanesa Perdomo; RENGIFO, Yois Pascuas. Aplicación de las TIC en modelos educativos blended learning: Una revisión sistemática de literatura. Sophia, 2017, vol. 13, no 1, p. 144-154. [2] BAILLEUL, M., 2001. Des réseaux implicatifs pour mettre en évidence des représentations. Mathématiques et sciences humaines. Mathematics and social sciences, 154. [3] COUTURIER, R. and ALMOULOUD, S.A., 2009. Historique et fonctionnalités de CHIC. [4] COUTURIER, R. and GRAS, R., 2005. CHIC: traitement de données avec l'analyse implicative. In EGC, 679-684. [5] GRAS, R. and ALMOULOUD, S.A., 1996. L'implication statistique: nouvelle méthode exploratoire de données: applications à la didactique. La pensée sauvage. [6] IWATA, Jun; CLAYTON, John; SARAVANI, Sarah-Jane. Learner autonomy, microcredentials and self-reflection: a review of a Moodle-based medical English review course. International Journal of Information and Communication Technology, 2017, vol. 10, no 1, p. 42-50. [7] NEIVA, F.W., DAVID, J.M.N., BRAGA, R., and CAMPOS, F., 2016. Towards pragmatic interoperability to support collaboration: A systematic review and mapping of the literature. Information and Software Technology 72, 137-150. 20 al 30 de abril       723 [8] OKOLI, C. and SCHABRAM, K., 2010. A guide to conducting a systematic literature review of information systems research. Sprouts Work. Pap. Inf. Syst 10, 26. [9] PETTICREW, M. and ROBERTS, H., 2008. Systematic reviews in the social sciences: A practical guide. John Wiley & Sons. [10] KADI, I.; IDRI, A.; FERNANDEZ-ALEMAN, J. L. Knowledge discovery in cardiology: A systematic literature review. International Journal of Medical Informatics, 2017, vol. 97, p. 12-32. [11] KITCHENHAM, B., PRETORIUS, R., BUDGEN, D., BRERETON, O.P., TURNER, M., NIAZI, M., and LINKMAN, S., 2010. Systematic literature reviews in software engineering–a tertiary study. Information and Software Technology 52, 8, 792-805. [12] KUTVONEN, L., 2008. Tools and infrastructure facilities for controlling non-functional properties in inter-enterprise in collaborations. In Enterprise Distributed Object Computing Conference Workshops, 2008 12th IEEE, 423-432. [13] TOLK, A., TURNITSA, C.D., and DIALLO, S.Y., 2006. Ontological implications of the levels of conceptual interoperability model. In Proc. 10th World Multi-conf. on Systemics, Cybernetics and Informatics, 105-111. [14] RAMIREZ, Gabriel M.; COLLAZOS, Cesar A.; MOREIRA, Fernando. A Systematic Mapping Review of All-Learning Model of Integration of Educational Methodologies in the ICT. En World Conference on Information Systems and Technologies. Springer, Cham, 2017. p. 897-907.     20 al 30 de abril       724 CURRÍCULUM Rubén Pazmiño is preparing his Ph. thesis in Learning Analytics and Statistical implicative Analysis at Salamanca University, Spain. He received his bachelor of Mathematics in the Escuela Superior Politécnica de Chimborazo (ESPOCH) University, Riobamba, Ecuador. He received a master degree in education and computer science in the University of Los Lagos, Osorno, Chile and he also received his master in educational research in the UNL University, Loja, Ecuador. He is a principal professor at ESPOCH University. Rubén Pazmiño has created the Statistic school, the Biofisic School, mathematical modeling master degree and he is working to created a master in Data Science. His research interests include Data Science, educational data mining, learning analytics, statistical implicative analysis and computational statistics. He has authored or co-authored of some papers.   

Association rules with SIA in B-Learning Courses: A mapping review

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Association rules with SIA in B-Learning Courses: A mapping review

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Gestion del Repositorio Documental de la Universidad de Salamanca