Browsing by Author "Hilliger, Isabel"

Now showing 1 - 15 of 15
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    A MOOC-based flipped experience : scaffolding SRL strategies improves learners’ time management and engagement
    (2020) Pérez Sanagustín, Mar; Sapunar Opazo, Diego Andrés; Pérez Álvarez, Ronald Antonio; Hilliger, Isabel; Bey, A.; Maldonado Mahauad, Jorge Javier; Baier Aranda, Jorge Andrés
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    A Step by Step Methodology for Software Design of a Learning Analytics Tool in Latin America: A Case Study in Ecuador
    (IEEE, 2019) Ortiz-Rojas, M.; Maya, R.; Jimenez, A.; Hilliger, Isabel; Chiluiza, K.
    One main objective for software developers is to find the right approach to design and develop a tool faster and effectively. In the context of Learning Analytics (LA) in Latin America, this becomes more complicated due to a lack of clear guidelines that could guide Higher Education institutions (HEI) to the design of LA tools. Thus, this study describes a step by step methodology for software design of a LA tool. The methodology combines the phases of Design Thinking and the testing components of Human-Computer Interaction theory. It starts from the LALA framework, a set of methodologies that guides HEI to create a baseline of LA needs in the context of a project named LALA (Learning Analytics in Latin America). The needs are then materialized into a tool after a user-centered iterative process takes place. The methodology is not only adaptable for HEI that have never implemented LA tool, but also for HEI that have implemented an LA tool and need to make some upgrades. For validation purposes, this article presents a case study of adopting this methodology in the design of visualizations of an academic counseling tool, and discusses the results to illustrate its use for other HEI.
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    Coordinating learning analytics policymaking and implementation at scale
    (2020) Broos, T.; Hilliger, Isabel; Pérez Sanagustín, Mar; Htun, N. N.; Millecamp, M.; Pesantez Cabrera, P.; Solano Quinde, L.; Siguenza Guzman, L.; Zuniga-Prieto, M.; Verbert, K.; De Laet, T.
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    Curriculum analytics adoption in higher education: A multiple case study engaging stakeholders in different phases of design
    (2023) Hilliger, Isabel; Miranda Mendoza, Constanza; Celis, Sergio; Pérez‐Sanagustín, Mar
    Several studies have indicated that stakeholder engagement could ensure the successful adoption of learning analytics (LA). Considering that researchers and tech developers may not be aware of how LA tools can derive meaningful and actionable information for everyday use, these studies suggest that participatory approaches based on human-centred design can provide stakeholders with the opportunity to influence decision-making during tool development. So far, there is a growing consensus about the importance of identifying stakeholders' needs and expectations in early stages, so researchers and developers can design systems that resonate with their users. However, human-centred LA is a growing sub-field, so further empirical work is needed to understand how stakeholders can contribute effectively to the design process and the adoption strategy of analytical tools. To illustrate mechanisms to engage various stakeholders throughout different phases of a design process, this paper presents a multiple case study conducted in different Latin American universities. A series of studies inform the development of an analytical tool to support continuous curriculum improvement, aiming to improve student learning and programme quality. Yet, these studies differ in scope and design stage, so they use different mechanisms to engage students, course instructors and institutional administrators. By cross analysing the findings of these three cases, three conclusions emerged for each design phase of a CA tool, presenting mechanisms to ensure stakeholder adoption after tool development. Further implications of this multiple case study are discussed from a theoretical and methodological perspective.
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    Design and implementation of an alternative admission program to engineering: Talent and Inclusion
    (2018) Hilliger, Isabel; Gelmi Weston, Claudio Andrés; Cifuentes Lira, Luis Abdón; Bennett Manzano, Magdalena; Llera Martin, Juan Carlos de la
    In 2011, the School of Engineering at Pontificia Universidad Católica de Chile launched an alternative admission program to attract talented high-school students from low-income families who would not be accepted by the conventional admission process but have otherwise shown outstanding academic results at the high-school level. Applicants came from socioeconomically disadvantaged backgrounds, and were admitted through a formal process that looked for personal skills beyond standardized test results. Students accepted through the alternative admission program showed promising academic gains after their first year of college, a result that has repeated across cohorts. Proper academic and psychological support was needed to level out the disparities in students’ prior knowledge of science and math fundamentals. Future work is required to explore the principal factors affecting academic performance of underrepresented students who are not part of the schools’ dominant culture.
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    Does taking a MOOC as a complement for remedial courses have an effect on my learning outcomes? a pilot study on calculus
    (2016) Pérez Sanagustín, Mar; Hernández Correa, Josefina María; Gelmi Weston, Claudio Andrés; Hilliger, Isabel; Rodríguez Palma, María Fernanda; Verbert, Katrien; Sharples, Mike; Klobučar, Tomaž
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    Framework for promoting continuous curriculum improvement in higher education using learning analytics
    (2020) Hilliger, Isabel; Pérez Sanagustín, Mar; Pontificia Universidad Católica de Chile. Escuela de Ingeniería
    En las últimas dos décadas, la cobertura de la educación superior creció exponencialmente en Latinoamérica, generándose disparidades en la calidad de sus programas. Esto hace necesario implementar procesos de mejora continua curricular para formular acciones de mejora si los logros de aprendizaje no son los esperados. La reciente aparición de las analíticas de aprendizaje facilita la integración y el análisis de distintos datos educativos con el fin de renovar elementos curriculares. Sin embargo, la disponibilidad y el despliegue de soluciones analíticas no reporta beneficios si su adopción no está estrechamente centrada en las necesidades de los actores clave. En este contexto, esta tesis tiene como objetivo responder a la pregunta de investigación: ¿Cómo promover la mejora continua del currículo en los programas de educación superior en Latinoamérica utilizando Analíticas de Aprendizaje? Para responder a esta pregunta, se utilizaron métodos mixtos dentro de enfoques de investigación tradicionales. Primero, se realizaron entrevistas y cuestionarios para identificar necesidades de analíticas de aprendizaje en estudiantes, profesores, y gestores de distintas universidades. Segundo, se diseñó y evaluó una herramienta analítica para apoyar la formulación de acciones de mejora curricular a partir de la medición de logros de aprendizaje. Tercero, se elaboró un caso de estudio para identificar mecanismos para involucrar a los profesores en medición y mejora de los logros de aprendizajes. A partir de estos tres estudios, se desarrolló un marco para promover la mejora continua curricular en los programas de educación superior en América Latina. El uso de este marco permitirá que las universidades reflexionen sobre los cambios curriculares generados durante la pandemia, formulando acciones de mejora según sus necesidades. Además, esta tesis contribuye con un conjunto de lecciones aprendidas en relación al diseño e implementación de una herramienta de analítica curricular y al involucramiento de profesores en un proceso de mejora continua a lo largo de un extenso período de tiempo.
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    H-MOOC framework: reusing MOOCs for hybrid education
    (2017) Pérez Sanagustín, Mar; Hilliger, Isabel; Alario, C.; Kloos, C.; Rayyan, S.
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    Identifying needs for learning analytics adoption in Latin American universities: A mixed-methods approach
    (ELSEVIER SCIENCE INC, 2020) Hilliger, Isabel; Ortiz Rojas, Margarita; Pesantez Cabrera, Paola; Scheihing, Eliana; Tsai, Yi Shan; Munoz Merino, Pedro J.; Broos, Tom; Whitelock Wainwright, Alexander; Perez Sanagustin, Mar
    Learning Analytics (LA) is perceived to be a promising strategy to tackle persisting educational challenges in Latin America, such as quality disparities and high dropout rates. However, Latin American universities have fallen behind in LA adoption compared to institutions in other regions. To understand stakeholders' needs for LA services, this study used mixed methods to collect data in four Latin American Universities. Qualitative data was obtained from 37 interviews with managers and 16 focus groups with 51 teaching staff and 45 students, whereas quantitative data was obtained from surveys answered by 1884 students and 368 teaching staff. According to the triangulation of both types of evidence, we found that (1) students need quality feedback and timely support, (2) teaching staff need timely alerts and meaningful performance evaluations, and (3) managers need quality information to implement support interventions. Thus, LA offers an opportunity to integrate data-driven decision-making in existing tasks.
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    MOOCs as a Remedial Complement: Students’ Adoption and Learning Outcomes
    (IEEE, 2019) Hernandez Correa, Josefina María; Rodrí­guez Palma, María Fernanda; Hilliger, Isabel; Pérez-Sanagustí­n, María del Mar
    The effectiveness of remedial mathematics courses in post-secondary education has been a controversial topic for years. Higher Education institutions need their students to have basic understandings of the subjects to be imparted in the first semesters, but since they come with different backgrounds and prior knowledge, this is not always possible and many students struggle in their first courses. This paper presents the results of students' adoption and learning outcomes of using four MOOCs as a complementary study resource for an on-campus calculus diagnostic exam. Over 700 newly admitted university students had to take a mandatory diagnostic exam on four calculus topics before classes started. MOOCs were proposed as a voluntary support for studying these subjects. Following a mixed method analysis, we studied why and when the students used the online courses and we also measured the effects of its use in terms of the students' diagnostic exam grades and learning outcomes. The results show that students mostly used the MOOCs to study the subjects that were not covered in their secondary studies. Students who were active in these course topics obtained better scores, having more chances of passing the diagnostic exam than students who did not study with the MOOCs. Furthermore, students not only used the MOOCs for studying for the exam, but also for refreshing concepts for future courses.
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    Offering an Entrepreneurship Course to All Engineering Students: Self-efficacy Gains and Learning Benefits
    (IEEE, 2020) Hilliger, Isabel; Fleet Oyarce, Constance Valerie; Melian, C.; Baier Aranda, Jorge Andrés; Pérez-Sanagustín, M.
    In order to develop an entrepreneurial mindset in future engineers, entrepreneurial training has become a key aspect of engineering education. Following this trend, a large and prestigious engineering school in Chile designed and implemented a third-year compulsory course on technology-focused entrepreneurship. To understand how course teaching and assessment methods have benefited students in terms of self-efficacy and learning gains, a cross-sectional survey study has been conducted since 2015. Over the last four academic periods, we assessed Pre-Post self-efficacy gains and learning benefits in 1,335 students. These survey results show that students perceived positive benefits from all course teaching and assessment methods. Thus, we discuss how a core engineering course can develop an entrepreneurial mindset in a diverse population of students.
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    Research on ICT in K-12 schools A review of experimental and survey-based studies in computers & education 2011 to 2015
    (2017) Pérez Sanagustín, Mar; Nussbaum Voehl, Miguel; Hilliger, Isabel; Alario Hoyos, C.; Heller, R. S.; Twining, P.; Tsai, C-C.
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    Towards learning analytics adoption : A mixed methods study of data-related practices and policies in Latin American universities
    (2020) Hilliger, Isabel; Ortiz Rojas, M.; Pesantez Cabrera, P.; Scheihing, E.; Tsai, Y. S.; Muñoz Merino, P. J.; Broos, T.; Whitelock Wainwright, A.; Gasevic, D.; Pérez Sanagustín, Mar