Person:
Maldonado Mahauad, Jorge Javier

Birth Date

1980-05-13

ORCID

0000-0003-1953-390X

Scopus Author ID

57190294959

Afiliación

Universidad de Cuenca, Cuenca, Ecuador
Universidad de Cuenca, Departamento de Ciencias de la Computación, Cuenca, Ecuador
Universidad Católica de Chile, Departamento de Informática, Pontificia Santiago, Chile

País

Ecuador

Organizational Units

Organizational Unit

Facultad de Ingeniería

La Facultad de Ingeniería, a inicios de los años 60, mediante resolución del Honorable Consejo Universitario, se formalizó la Facultad de Ingeniería de la Universidad de Cuenca, conformada por las escuelas de Ingeniería Civil y Topografía. Esta nueva estructura permitió una mayor especialización y fortalecimiento en áreas clave para el desarrollo regional. Cuenta con programas académicos reconocidos internacionalmente, que promueven y lideran actividades de investigación. Aplica un modelo educativo centrado en el estudiante y con procesos de mejora continua. Establece como prioridad una educación integra, la formación humanística es parte del programa de estudios que complementa a la sólida preparación científico-técnica. Las actividades culturales pertenecen a un programa permanente y activo al interior de nuestras dependencias, a la par de proyectos que desde el alumnado y bajo la supervisión de docentes cumplen con servicios de apoyo a nivel local y regional; promoviendo así una vinculación estrecha con la comunidad.

Job Title

Profesor (T)

Last Name

Maldonado Mahauad

First Name

Jorge Javier

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Now showing 1 - 10 of 43

Temporal analysis for dropout prediction using self regulated learning strategies in self paced MOOCs
(2020) Moreno Marcos, Pedro Manuel; Muñoz Merino, Pedro J.; Maldonado Mahauad, Jorge Javier; Pérez Sanagustín, Mar; Alario Hoyos, Carlos; Delgado Kloos, Carlos
(Massive Open Online Courses) have usually high dropout rates. Many articles have proposed predictive models in order to early detect learners at risk to alleviate this issue. Nevertheless, existing models do not consider complex high-level variables, such as self-regulated learning (SRL) strategies, which can have an important effect on learners' success. In addition, predictions are often carried out in instructor-paced MOOCs, where contents are released gradually, but not in self-paced MOOCs, where all materials are available from the beginning and users can enroll at any time. For self-paced MOOCs, existing predictive models are limited in the way they deal with the flexibility offered by the course start date, which is learner dependent. Therefore, they need to be adapted so as to predict with little information short after each learner starts engaging with the MOOC. To solve these issues, this paper contributes with the study of how SRL strategies could be included in predictive models for self-paced MOOCs. Particularly, self-reported and event-based SRL strategies are evaluated and compared to measure their effect for dropout prediction. Also, the paper contributes with a new methodology to analyze self-paced MOOCs when carrying out a temporal analysis to discover how early prediction models can serve to detect learners at risk. Results of this article show that event-based SRL strategies show a very high predictive power, although variables related to learners' interactions with exercises are still the best predictors. That is, event-based SRL strategies can be useful to predict if e.g., variables related to learners' interactions with exercises are not available. Furthermore, results show that this methodology serves to achieve early powerful predictions from about 25 to 33% of the theoretical course duration. The proposed methodology presents a new approach to predict dropouts in self-paced MOOCs, considering complex variables that go beyond the classic trace-data directly captured by the MOOC platforms.
Playing in the Classroom: A Game Proposal for the Flipped Classroom
(IEEE, 2020) Vélez Castillo, María Belen; Verdugo Velesaca, Gabriela Alexandra; Mejía Pesántez, Piedad Magali; Veintimilla Reyes, Jaime Eduardo; Maldonado Mahauad, Jorge Javier; Maldonado Mahauad, Jorge Javier
Today, gamification is a topic that is taking hold in the educational context. Institutions of Higher Education (IES) have maintained the master class as a traditional teaching method, where the teacher is the center of the learning process and his main function is to transmit information within the classroom. However, thanks to technology, didactic technological tools are currently being included to transform learning spaces and reduce low rates of academic performance. IES have begun to configure new hybrid learning environments, where they seek to incorporate gamification to motivate and keep students engaged during their learning inside and outside the classroom. The objective of this work is to present a game proposal that will be adapted in the context of a flipped class. For this, a board game is proposed that will include gamification elements, where it will seek to promote student motivation and observe the impact produced on their learning. Finally, the result was useful theoretical foundations that allow to promote the use of gamification in hybrid learning environments, to later develop an efficient and effec
Learning with MOOCs in face-to-face classes. Pilot study in a programming course
(CEUR-WS, 2018) Peralta Bravo, Andrea Carolina; Piedra Orellana, Christian Patricio; Maldonado Mahauad, Jorge Javier; Peralta Bravo, Andrea Carolina
Since 2008, online education has experienced a growth in scale thanks to the development of Massive Open Online Courses (MOOCs). These courses have now begun to be used as a complement to face-to-face classes, giving rise to hybrid learning environments. However, in the context of Ecuadorian universities, little or no use has been made of the pedagogical mediation that a MOOC can offer, so digitization as an engine of innovation in higher education is limited. For this reason, this paper presents a pilot study in which N=140 students participated, and who made use of a MOOC as part of a flipped classroom pedagogical proposal, with the purpose of evaluating their academic performance. For this purpose, standardized questionnaires were used, and a conceptual data model was designed based on personal variables of the students, as well as learning preferences. The results of the pilot study show that the experimental group performed better academically and that the use of the MOOC as a flipped classroom favored students with active and reflective learning styles
Large scale analytics of global and regional MOOC providers: differences in learners’ demographics, preferences, and perceptions
(2022) Rohloff, Tobias; Montoro, German; Maldonado Mahauad, Jorge Javier; Despujol Zabala, Ignacio; Zhang, Jiayin; Halawa, Sherif; Jenner, Matt; Staubitz, Thomas; Ruipérez Valiente, José A; Reich, Justin; Pérez Sanagustín, María del Mar; Li, Xitong; Turro, Carlos; Lane, Jenny; Peffer, Melanie
Massive Open Online Courses (MOOCs) remarkably attracted global media attention, but the spotlight has been concentrated on a handful of English-language providers. While Coursera, edX, Udacity, and FutureLearn received most of the attention and scrutiny, an entirely new ecosystem of local MOOC providers was growing in parallel. This ecosystem is harder to study than the major players: they are spread around the world, have less staff devoted to maintaining research data, and operate in multiple languages with university and corporate regional partners. To better understand how online learning opportunities are expanding through this regional MOOC ecosystem, we created a research partnership among 15 different MOOC providers from nine countries. We gathered data from over eight million learners in six thousand MOOCs, and we conducted a large-scale survey with more than 10 thousand participants. From our analysis, we argue that these regional providers may be better positioned to meet the goals of expanding access to higher education in their regions than the better-known global providers. To make this claim we highlight three trends: first, regional providers attract a larger local population with more inclusive demographic profiles; second, students predominantly choose their courses based on topical interest, and regional providers do a better job at catering to those needs; and third, many students feel more at ease learning from institutions they already know and have references from. Our work raises the importance of local education in the global MOOC ecosystem, while calling for additional research and conversations across the diversity of MOOC providers.
Generación de un modelo de calidad para la evaluación de objetos de aprendizaje utilizando notación i* e ISO/IEC 25010
(2018) Solis Cabrera, Vanessa Alexandra; Carvallo, Juan Pablo; Maldonado Mahauad, Jorge Javier
This study describes the process for the creation of a quality model that evaluates Learning Objects in terms of technology and didactics by using i* notation. In order to achieve the objective, quality models from both aspects were reviewed along with LO concepts and quality characteristics that a LO must accomplish were determined in order to consider the evaluation characteristics. The IQMC method was used to construct the diagram for strategic (SD) i* sections for the final quality model. With the SD model created, it was established the traceability between the generated model criteria and the ISO/IEC 25010 matrix to keep a correlation between the i* notation characteristics and the standard ISO matrix mentioned before. The matrix obtained was enriched with conceptual characteristics and with the attributes that a LO should fulfill. For each quality property included in final model was asigned appropiate metrics for your evaluation. As a result, a model through LO evaluation with each one of the selected metrics was generated.
Technological acceptance and addiction to social networks in virtual mandatory contexts
(2021) Flores Tapia, John Alexander; Lavalle Gonzales, Angela Katiusca; Villalba Condori, Klinge Orlando; Maldonado Mahauad, Jorge Javier; Berroa Garate, Hania Carola; Rodríguez Quispe, Jorge Louis; Becerra Castillo, Sócrates Gustavo; Arias Chávez, Dennis
This study aims to analyze the relationship between technological acceptance and addiction to social networks in university students from the city of Arequipa, Peru. The population consisted of students from the second cycle of 46 professional schools of the National University of San Agustín de Arequipa. For the selection, an incidental non-probabilistic procedure was used, considering the student assistants when applying the instrument. After applying the instrument and processing it, 13 questionnaires were refined when evidencing errors in their filling, finally leaving 2470 students as a sample. The instruments applied were the Technological Acceptance Model, designed by Yong, and the Escurra y Salas Social Network Addiction Questionnaire. The results show a direct and low relationship between technological acceptance and addiction to social networks since the Pearson correlation is .211, the effect size is 0.4593, and the statistical power is 0.997. It is concluded that there is a very weak type of correlation; however, the effect size is large, and the statistical power is very high.
The MOOC-CEDIA observatory. Study of the current situation of MOOCs and recommendations to improve their adoption in ecuadorian universities
(Universitätsverlag Potsdam, 2021) Samaniego Erazo, Gonzalo Nicolay; Valdiviezo Ortiz, Javier Alfredo; Maldonado Mahauad, Jorge Javier; Carvallo Vega, Juan Pablo
In the last few years, an important amount of Massive Open Online Courses (MOOCS) has been made available to the worldwide community, mainly by European and North American universities (i.e. United States). Since its emergence, the adoption of these educational resources has been widely studied by several research groups and universities with the aim of understanding their evolution and impact in educational models, through the time. In the case of Latin America, data from the MOOC-UC Observatory (updated until 2018) shows that, the adoption of these courses by universities in the region has been slow and heterogeneous. In the specific case of Ecuador, although some data is available, there is lack of information regarding the construction, publication and/or adoption of such courses by universities in the country. Moreover, there are not updated studies designed to identify and analyze the barriers and factors affecting the adoption of MOOCs in the country. The aim of this work is to present the MOOC-CEDIA Observatory, a web platform that offers interactive visualizations on the adoption of MOOCs in Ecuador. The main results of the study show that: (1) until 2020 there have been 99 MOOCs in Ecuador, (2) the domains of MOOCs are mostly related to applied sciences, social sciences and natural sciences, with the humanities being the least covered, (3) Open edX and Moodle are the most widely used platforms to deploy such courses. It is expected that the conclusions drawn from this analysis, will allow the design of recommendations aimed to promote the creation and use of quality MOOCs in Ecuador and help institutions to chart the route for their adoption, both for internal use by their community but also by society in general.
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.
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.
Analysis framework for tailored selection of learning objects methodologies
(INSTITUTE OF ELECTRICAL AND ELECTRONICS ENGINEERS INC., 2015-06-01) Maldonado Mahauad, Jorge Javier
This article described the process used for developing and validating an analysis framework that allows comparing design methodologies for the design creation of Learning Objects (LO) and selecting the one that best meets the needs of teachers based on the needs of a specific educational context. This framework is called MASMDOA (Analysis Framework for the Selection of a Learning Object Design and Deployment Methodology), and it has been applied to a case study where, from a compilation of LO design methodologies used in Ibero-America, one of these methodologies is selected to work in the context of a LO design and production workshop. MASMDOA proved useful for selecting a LO design and deployment methodology that is appropriate for the requirements of an educator in a specific context. To achieve this, MASMDOA proposes a set of criteria that are useful for recommending and characterizing the methodologies to be analyzed and, following a two-phase process, it recommends the methodology that is better suited for the educator's needs. In this paper, we present MASMDOA, the case study to which it was applied, and the results obtained.