Browsing by Author "Sharma, Kshitij"

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    Analyzing learners’ behavior beyond the MOOC: an exploratory study
    (2019) Pérez Sanagustín, María del Mar; Sharma, Kshitij; Pérez Álvarez, Ronald; Maldonado Mahauad, Jorge Javier; Broisin, Julien
    Most of literature on massive open online courses (MOOCs) have focused on describing and predicting learner’s behavior with course trace data. However, little is known on the external resources beyond the MOOC they use to shape their learning experience, and how these interactions relate with their success in the course. This paper presents the results of an exploratory study that analyzes data from 572 learners in 4 MOOCs to understand (1) what the learners’ activities beyond the MOOC are, and (2) how they relate with their course performance. We analyzed frequencies of the students’ individual activities in and beyond the MOOC, and the transitions between these activities. Then, we analyzed the time spent on outside the MOOC content as well as the nature of this content. Finally, we predict which transitions better predict final learners’ grades. The results show that we can predict accurately students’ grades of the course using only internal-course fine-grained data of student’s interactions with video-lectures and exams combined with trace data of interactions with content outside the MOOCs. Also, data shows that learners spent 75% of their time on the MOOC, but go frequently to other content, mainly social networking sites, mail boxes and search engines.
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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, 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.