Browsing by Author "Bermeo, Jorge L."

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    Exploring differences in how learners navigate in MOOCs based on self-regulated learning and learning styles: A process mining approach
    (IEEE, 2016) Maldonado Mahauad, Jorge Javier; Palta, René; Vázquez, Jorge; Bermeo, Jorge L.; Pérez Sanagustín, Mar; Munoz Gama, Jorge
    Study in a Massive Open and Online Courses (MOOCs) is challenging, since participants take the course without the support of a teacher. Taking a MOOC require the students to have the ability to self-regulate their learning. However, every person has its own learning style and the way each one interacts and self-regulate in a MOOC varies. In this work we present an exploratory study from a process-oriented perspective to study whether students with different learning styles and SRL profiles show differences in navigating through a MOOC. Specifically, we investigate using Process Mining Techniques to analyze log files recording the course behavior of 99 learners across an Open edX MOOC combined with data from self-reported surveys. Our findings show that learners with different SRL profiles follow similar navigation paths, but there are differences when differentiating students by their learning styles.
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    Flipping the classroom with MOOCs. A pilot study exploring differences between self-regulated learners
    (IEEE, 2017) Maldonado Mahauad, Jorge Javier; Pérez Sanagustín, Mar; Bermeo, Jorge L.; Muñoz, Lissette; Pacheco, G.; Espinoza, I.
    The use of Flipped Classroom (FC) model supported with technology has allowed to optimize classroom time, covering the students' learning demands and adapting to their work pace. However, learners perform at different pace and use external resources during their learning, which requires from them the ability to self-regulate. In this paper, a pilot study is presented and investigates how students with different self-regulation profiles navigate through a MOOC when it is used as a part of FC methodology. To meet the study objectives, by using Process Mining techniques, it has been investigated over log files recording the course behaviour of N= 149 learners across an Open edX MOOC used to support FC. The findings show that learners who were exposed to the FC obtained better grades than their counterparts. Also, learners with different SRL profiles follow different navigation paths. This study opens up the possibility to other researchers to explore how learners perform in a MOOC using FC.
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    Learning objects: Strategies for its generation and publication in ecuadorian universities
    (IEEE, 2016) Maldonado Mahauad, Jorge Javier; Bermeo, Jorge L.; Carvallo, Juan Pablo
    The generation and dissemination of digital educational materials in Universities is an issue that has generated interest and concern in Latin American academic community. The use of these educational resources has been conditioned to a specific number of barriers and factors from different nature, being the conceptual and pedagogical, one of the most important, in which, the teacher training plays a decisive role. In this paper a set of strategies adopted in the context of Ecuadorian universities, for the generation and publication of digital educational materials under the paradigm of learning objects are presented. To achieve this goal, we have developed a methodology, developed and implemented a specialized repository, carried out a specialized training related with learning objetcs creation and accomplished a national competition. This paper reports the first results and lessons learned from this experience.