Browsing by Author "Pérez-Sanagustí­n, María del Mar"

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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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    UC Online Engineering: Organization, Processes, Experiences and Research on MOOCs and SPOCs at the School of Engineering of the Pontificia Universidad Católica de Chile
    (IEEE, 2018) Pérez-Sanagustí­n, María del Mar; Maldonado Mahauad, Jorge Javier; Pérez Álvarez, Ronald Antonio
    This article presents how the development and installation of MOOC production capabilities has been carried out at the School of Engineering of the Pontificia Universidad Católica de Chile. Specifically, they range from the organizational and infrastructure changes required to the new processes developed. In addition, the different areas of research developed in the institution around the MOOCs are presented, as well as the most important pilot experiences where this type of courses is used to propose alternative pedagogical methodologies. This article aims to serve as an example to other institutions in Latin America that want to develop MOOCs design and production capacities.