Browsing by Author "Villalobos, Esteban"

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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.
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