Browsing by Author "Baier, Jorge"

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A MOOC-based flipped experience: scaffolding SRL strategies improves learners’ time management and engagement
(2021) Pérez Sanagustín, María del Mar; Sapunar Opazo, Diego; Pérez Álvarez, Ronald Antonio; Hilleger, Isabel; Bey, Anis; Maldonado Mahauad, Jorge Javier; Baier, Jorge
Higher education institutions are increasingly considering the use of a form of blended learning, commonly named as flipped classroom (FC), in which students watch video lectures drawn from a massive online open course (MOOC) before a face-to-face lecture. This methodology is attractive, as it allows institutions to reuse high-quality material developed for MOOCs, while increasing learning flexibility and the students’ autonomy. However, the adoption of this methodology is low in general, especially in Engineering courses, as its implementation faces a number of challenges for students. The most salient challenge is the lack of student self-regulatory skills, which may result in frustration and low performance. In this paper, we study how a self-regulatory learning technological scaffold, which provides students with feedback about their activity in the MOOC, affects the engagement and performance of students in an Engineering course following a MOOC-based FC approach. To this end, we design an observational study with the participation of 242 students: 133 students in the experimental group (EG) who used a technological scaffold and 109 in the control group (CG) who did not. We did not find a statistically significant difference between the academic achievements of both groups. However, the EG exhibited a statistically significant greater engagement with the course and a more accurate strategic planning than the CG. The main implications for scaffolding self-regulated learning in FC derived from these results are discussed.
For learners, with learners: Identifying indicators for an academic advising dashboard for students
(Springer Science and Business Media Deutschland GmbH, 2020) Hilliger, Isabel; De Laet, Tinne; Henríquez, Valeria; Ortiz Rojas, Margarita; Zúñiga Prieto, Miguel Ángel; Baier, Jorge; Pérez Sanagustin, Mar
Learning Analytics (LA) dashboards aggregate indicators about student performance and demographics to support academic advising. The majority of existing dashboards are targeted at advisors and professors, but not much attention has been put into students’ need for information for their own academic decision-making. In this study, we identify relevant indicators from a student perspective using a mixed methods approach. Qualitative data was obtained from an open-ended online questionnaire answered by 31 student representatives, and quantitative data was collected from a closed-ended online questionnaire answered by 652 students from different cohorts. Findings point out relevant indicators to help students choose what courses to take in an upcoming academic period. Since this study is part of a large research project that has motivated the adoption of academic advising dashboards in different Latin American universities, these findings were also contrasted with indicators of these advising dashboards, informing future developments targeting students.