Browsing by Author "Maldonado Mahauad, Jorge Javier"

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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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    Analysis of students' self-regulatory strategies in MOOCS and their impact on academic performance.
    (2019) Maldonado Mahauad, Jorge Javier; Pérez Sanagustín, Mar; Pontificia Universidad Católica de Chile. Escuela de Ingeniería
    Los Cursos Abiertos Masivos y en Línea (MOOCs – Massive Open Online Courses) se han convertido en una fuente de contenido digital que puede ser abordado de forma atemporal y desde cualquier lugar. Los MOOCs ofrecen contenidos de calidad a millones de estudiantes de todo el mundo, brindando nuevas oportunidades de aprendizaje. Sin embargo, sólo una fracción de los que inician un MOOC logran terminarlo, dejando a miles de estudiantes comprometidos sin alcanzar sus metas. Investigaciones recientes sugieren que una de las razones por la que a los estudiantes les resulta difícil de terminar el MOOC es que tienen problemas para planificar, ejecutar y monitorear su proceso de aprendizaje de manera autónoma; es decir, no autorregulan su proceso de aprendizaje de forma efectiva para lograr terminar con éxito un MOOC. En esta tesis, se explorará las posibilidades que ofrece la Analítica del Aprendizaje (LA – Learning Analytics) para investigar las estrategias de aprendizaje que los estudiantes utilizan cuando autorregulan su su aprendizaje en entornos en línea como son los MOOCs. El principal objetivo de esta investigación es desarrollar instrumentos y métodos para medir las estrategias de autorregulación del aprendizaje (SRL – Self Regulated Learning) de los estudiantes (p. ej. cognitivas, metacognitivas y de gestión de recursos de estudio) en los MOOCs y analizar su relación con los resultados del aprendizaje de los estudiantes. Como enfoque metodológico, esta tesis utiliza métodos mixtos como línea base para la organización y planificación de la investigación, combinando datos de trazas de eventos de los estudiantes con datos de auto-reporte para comprender mejor el SRL en los MOOCs. La principal contribución de la tesis es triple. Primero, propone un instrumento para medir los perfiles de SRL de los estudiantes en los MOOC. Este instrumento se validó mediante un análisis factorial exploratorio y confirmatorio con 4,627 respuestas recopiladas en tres MOOCs. En segundo lugar, presenta una metodología basada en técnicas de minería de datos y minería de procesos para extraer los patrones de SRL de los estudiantes en los MOOC. La metodología se aplicó en tres MOOCs de Coursera (self-paced) con datos de 3,458 estudiantes, en los que se identificaron seis patrones de interacción. Luego, esta metodología se adaptó y aplicó en un esfuerzo de replicación para analizar un MOOC en edX síncrono con datos de 50,776 estudiantes donde se identificaron doce patrones de interacción. La tercera contribución, es un conjunto de estudios empíricos que muestra la relación entre las estrategias de SRL y el rendimiento académico, utilizando datos de seis MOOCs (self-paced) en Coursera y dos MOOC síncronos en Open edX. Estos estudios empíricos permitieron determinar las variables demográficas de auto-reporte de los estudiantes (p. ej. género, conocimiento previo y ocupación) y estrategias auto-reportadas de SRL (p. ej. establecimiento de objetivos, planificación estratégica) que fueron identificadas como las más relevantes para predecir el rendimiento académico. En conclusión, esta tesis ofrece un conjunto de instrumentos y métodos que podrían ser utilizados por otros investigadores en diferentes contextos para estudiar el SRL en MOOCs. Los resultados de esta investigación abren nuevas vías para la personalización y adaptación del contenido de un MOOC de acuerdo con los comportamientos autorregulados de los estudiantes y establecen las bases para el estudio de la SRL como un proceso en otros entornos de aprendizaje con soporte digital.
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    Characterizing Learners’ Engagement in MOOCs: An Observational Case Study Using the NoteMyProgress Tool for Supporting Self-Regulation
    (2020) Pérez Álvarez, Ronald Antonio; Maldonado Mahauad, Jorge Javier; Sharma, K.; Sapunar Opazo, Diego Andrés; Pérez Sanagustín, Mar
    Recent research shows that learners who are able to self-regulate their learning show greater levels of engagement with massive open online course (MOOC) content. To improve support for learners in their self-regulatory processes, researchers have proposed technological solutions to transform recorded MOOC data into actionable knowledge. However, studies providing empirical evidence on how these solutions impact learners' engagement with the course and their self-regulatory behavior remain scarce. In this article, we present the results of an observational case study in which NoteMyProgress (NMP), a web-based tool designed to support learners' self-regulation in MOOCs, is applied as an intervention in two MOOCs. The main aim of this article is to provide insights into how the support of learners' self-regulated learning (SRL) strategies correlates with course engagement. We performed the evaluation using a sample of 263 learners and utilized distinct data sources in order to propose indicators for learners' engagement with the course and NMP. Results show a positive correlation between learners' final grades with NMP functionalities that support goal setting, organization (note taking), and self-reflection (social comparison) SRL strategies. Furthermore, we found no significant behavioral differences in how learners with low SRL and high SRL profiles engage with the course or NMP. Finally, we discuss how these results relate to prior work and the implications for future technological solutions that seek to promote engagement in MOOCs.
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    Educational Repositories : Study of the Current Situation and Strategies to Improve Their Effective Use at Ecuadorian Universities
    (2016) Maldonado Mahauad, Jorge Javier; Carvallo, Juan Pablo; Siguencia Zambrano, Josefina
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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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    How to design tools for supporting self-regulated learning in MOOCs? Lessons learned from a literature review from 2008 to 2016
    (IEEE, 2016) Pérez Álvarez, Ronald Antonio; Pérez Sanagustín, Mar; Maldonado Mahauad, Jorge Javier
    This paper presents a systematic literature review that examines and analyzes the articles from 2008 to 2016 that have addressed the development of tools to support Self-Regulated Learning (SRL) in online and MOOC environments. The findings denote that: (1) there is a lack of tools to support SRL in MOOC environments; (2) the evaluation of the existing tools are not aligned whit the objectives of the research; (3) current research presents proposal of tools but very few achieve the stage of implementation; and (4) current existing tools tend to support many SRL strategies at the same time. We end up with a set of lessons learned for guiding the implementation of tools to support SRL strategies in MOOCs environments.
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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.
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    Mining theory-based patterns from Big data : Identifying self-regulated learning strategies in Massive Open Online Courses
    (2018) Maldonado Mahauad, Jorge Javier; Pérez Sanagustín, Mar; Kizilcec, René F.; Morales, Nicolás; Muñoz Gama, Jorge
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    Participation of Latin America in MOOCs: Exploring Trends Across Providers
    (IEEE, 2020) Maldonado Mahauad, Jorge Javier; Ruipérez Valiente, José A.; Pérez Sanagustín, Mar; Jenner, M.; Despujol, I.; Turró, C.; Staubitz, T.; Rohloff, T.; Montoro, G.; Reich, J.
    Massive Online Open Courses (MOOCs) have become popular in various regions of the world through the years. Since 2008, this phenomenon has received plenty of attention from higher education and universities across countries began to produce these courses. The countries of Europe and the United States are the world's leading producers of MOOCs and research studies reporting on this topic. This previous research has focused on (1) analysing data from global providers such as edX, Coursera or FutureLearn; (2) describing learners' characteristics from a small sample of courses in these regions; and (3) offering overviews of courses and platforms. However, research in other regions such as Latin America or Africa are very scarce. As a consequence, little is known about local initiatives in Latin America region, and about the needs and characteristics of its learners. Moreover, this has generated an unequal and biased perspective of what we know today about MOOC learners. To close this inequality gap, this work, presents a cross-platform exploratory study in Latin America, using data from more than three million learners and seven different MOOC providers to generate a joint comparable analysis about students' characteristics in this region with others regions in the world. Preliminary results report on the differences and similarities of trends based on level of education, age, gender of students, their level of activity and performance of learners in Latin America through the different providers of MOOCs. These results help us understand the MOOC ecosystem in Latin America and report results to the entire community, while at the same time calling for more large-scale studies between researchers and institutions.
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    Playing in the Classroom: A Game Proposal for the Flipped Classroom
    (IEEE, 2020) Vélez, B.; Verdugo, G.; Mejía-Pesántez, M.; Veintimilla-Reyes, J.; Maldonado Mahauad, Jorge Javier
    Today, gamification is a topic that is taking hold in the educational context. Institutions of Higher Education (IES) have maintained the master class as a traditional teaching method, where the teacher is the center of the learning process and his main function is to transmit information within the classroom. However, thanks to technology, didactic technological tools are currently being included to transform learning spaces and reduce low rates of academic performance. IES have begun to configure new hybrid learning environments, where they seek to incorporate gamification to motivate and keep students engaged during their learning inside and outside the classroom. The objective of this work is to present a game proposal that will be adapted in the context of a flipped class. For this, a board game is proposed that will include gamification elements, where it will seek to promote student motivation and observe the impact produced on their learning. Finally, the result was useful theoretical foundations that allow to promote the use of gamification in hybrid learning environments, to later develop an efficient and effective gamified application that helps increase student motivation.
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    Temporal analysis for dropout prediction using self-regulated learning strategies in self-paced MOOCs
    (2020) Moreno-Marcos, PM; Munoz-Merino, PJ; Maldonado Mahauad, Jorge Javier; Pérez Sanagustín, Mar; Alario-Hoyos, C; Kloos, CD