Browsing by Author "Pérez Álvarez, Ronald Antonio"

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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.
Can feedback based on predictive data improve learners' passing rates in MOOCs? a preliminary analysis
(Association for Computing Machinery, 2021) Pérez Sanagustín, María del Mar; Pérez Álvarez, Ronald Antonio; Maldonado Mahauad, Jorge Javier; Villalobos, Esteban; Hilleger, Isabel; Hernández Correa, Josefina; Sapunar, Diego; Moreno Marcos, Pedro Manuel; Muñoz Merino, Pedro; Delgado Kloos, Carlos; Imaz, Jon
This work in progress paper investigates if timely feedback increases learners’ passing rate in a MOOC. An experiment conducted with 2,421 learners in the Coursera platform tests if weekly messages sent to groups of learners with the same probability of dropping out the course can improve retention. These messages can contain information about: (1) the average time spent in the course, or (2) the average time per learning session, or (3) the exercises performed, or (4) the video-lectures completed. Preliminary results show that the completion rate increased 12% with the intervention compared with data from 1,445 learners that participated in the same course in a previous session without the intervention. We discuss the limitations of these preliminary results and the future research derived from them.
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, Kshitij; Sapunar Opazo, Diego; Pérez Sanagustín, María del Mar
IEEE 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 paper, 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 study 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.
Designing a moodle plugin for promoting learners’ self-regulated learning in blended learning
(Springer Science and Business Media Deutschland GmbH, 2022) Pérez Álvarez, Ronald Antonio; Sanza, Cédric; Villalobos, Esteban; Maldonado Mahauad, Jorge Javier; Pérez Sanagustín, Mar
After the COVID-19 pandemic, universities moved towards online and Blended Learning (BL) modes to offer greater curricular flexibility. Yet, recent research shows that students have difficulties regulating their learning strategies to adapt to the different learning modes that BL entails, which mixes face-to-face with online activities taking place in different learning contexts and environments. Prior work on Self-Regulated Learning (SRL) has explored the use of dashboard-based scaffolds for supporting students’ learning strategies. However, most existing solutions are designed for supporting students in online settings (i.e., MOOCs), disregarding the teachers’ role in BL settings and the support they need to monitor and promote students’ SRL. This paper presents the design process followed for transforming a tool designed for supporting students’ SRL in MOOCs into a Moodle plugin for BL. Following a design-based research methodological approach, we describe all the phases conducted for identifying the most appropriate indicators and visualizations for supporting SRL in BL practices, implementing and evaluating a first prototype. Results of a local evaluation with 114 teachers and a broad evaluation with 311 students shed some light on the type of indicators, dashboards and functionalities that should be considered when designing solutions for supporting SRL in BL settings