Impact of teaching action on student interaction in virtual learning environments: canonical correlation analysis

David Iseppon, Alex Sandro Gomes, Rodrigo Rodrigues, Jorge Luis Cavalcanti Ramos, João Silva


Some studies show that in a Virtual Learning Environment (VLE), it is important that the teacher adopts a proactive stance and mediating, managing the virtual classroom in order to integrate their students as a virtual learning community. These studies were conducted only from a qualitative point of view. The objective of this study is to verify the effectiveness of the stance of those involved under quantitative point of view, through the Knowledge-Discovery process in Databases (KDD), using distance undergraduate data provided by a public University. It was applied to Canonical Correlation Analysis technique for statistical data analysis. In the results of this study were identified database variables that representing the actions of the teacher and the interactions of students in the virtual environment. In addition, the results showed that the teacher's actions have significant influence on the interaction of the students in the VLE.

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