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

Lessons Learned from the Educational Experience during COVID-19 from the Perspective of Latin American University Students
(2023) Maldonado Mahauad, Jorge Javier
The COVID-19 pandemic impacted the educational context. University students were exposed to an educational transition from a face-to-face context to emergency remote teaching (ERT). This change affected the educational experience of students and teachers in general, and impacted their educational performance, as well as their emotional and mental health, among other aspects. However, learning from the successes during the ERT and reflecting on good and bad practices will allow us to configure effective learning scenarios that respond to the new normal. The objective of this paper is to describe and present the lessons learned during ERT from the experience of university students in Latin America who have already returned to face-to-face instruction. The study used a qualitative inductive approach and a phenomenographic design. The sample consisted of 640 undergraduate students (63% women) of higher education who experienced online education during the year 2021 and a face-to-face modality during the first semester of 2022, belonging to universities in Chile, Venezuela, and Ecuador. The results suggest that new learning scenarios should consider specific pedagogical practices, including active, collaborative, meaningful, and problem-based strategies, together with a diversity of feedback practices. It is concluded that the ERT brought good practices that should guide university educational policies
Design of a Tool to Support Self-Regulated Learning Strategies in MOOCs
(2018) Pérez Álvarez, Ronald; Maldonado Mahauad, Jorge Javier; Pérez Sanagustín, Mar
The massive and open nature of MOOCs contribute to attracting a great diversity of learners. However, the learners who enroll in these types of courses have trouble achieving their course objectives. One reason for this is that they do not adequately self-regulate their learning. In this context, there are few tools to support these strategies in online learning environment. Also, the lack of metrics to evaluate the impact of the proposed tools makes it difficult to identify the key features of this type of tools. In this paper, we present the process for designing NoteMyProgress, a web application that complements a MOOC platform and supports self-regulated learning strategies. For designing NoteMyProgress we followed the Design Based Research methodology. For the evaluation of the tool, we conducted two case studies using a beta version of NoteMyProgress over three MOOCs offered in Coursera. The findings of these …
Building Institutional Capacity for Learning Analytics: Top-Down & Bottom-Up Initiatives
(2022) Perez Alvarez, Ronald; Pérez Sanagustín, Mar; Hilliger, Isabel; Maldonado Mahauad, Jorge Javier
Capacity building for Learning Analytics (LA) in Higher Education Institutions requires the coordination of organizational aspects and infrastructure development. This also depends on the organizational maturity of the institution and its leadership regarding LA adoption. LA capacity building can follow two approaches: (1) top-down, led by institutional managers; and (2) bottom-up, led by ground-level staff. This article studies two LA initiatives of each type conducted in the same institution to compare the deployment of organizational processes and infrastructure. The lessons learned that were captured from each approach are shared to inform other universities in Latin America on developing LA capabilities.
Learning analytics at UC-engineering: Lessons learned about infrastructure and organizational structure
(CEUR-WS, 2020) Pérez Sanagustín, Mar; Pérez Álvarez, Ronald; Maldonado Mahauad, Jorge Javier; Hilliger, Isabel; Hernández Correa, Josefina
The development of Learning Analytics (LA) capabilities in a Higher Education institution is challenging. On the one hand, the institution requires of a technological infrastructure for adapting and/or developing LA services. On the other hand, the institution also needs of an organizational structure for designing and implementing new processes for assuring the adoption of these services. There are two different approaches for developing the necessary infrastructure and organizational structure. One consists on following a top-down process, in which the leadership of the LA initiative is mainly driven by institutional managers, who provide the necessary means. Another is bottom-up, where the initiatives are led by ground-level teaching staff without involving institutional managers. This article presents both approaches through two LA initiatives of Engineering School at the Pontificia Universidad Católica de Chile (UC-Engineering). We show how these two initiatives emerged and integrated into existing academic processes to improve teaching and learning at an institutional level. The infrastructure and organizational structure resulting from each initiative is presented, as well as the lessons learned. This paper aims at serving as an example for other universities in Latin America interested on developing and incorporating LA capabilities.
Educational Repositories: Study of the Current Situation and Strategies to Improve Their Effective Use at Ecuadorian Universities
(EDUCATION SOCIETY OF IEEE (SPANISH CHAPTER), 2016-05-01) Maldonado Mahauad, Jorge Javier
Educational repositories of digital educational material and learning objects allow teachers and students to store and retrieve educational resources to be used in virtual teaching and learning environments as well as in face-to-face educational spaces. They are also an important means of disseminating and evaluating the quality of educational resources produced by teachers. The quality of these resources largely relies on the guidelines and policies issued by educational institutions and supplied to their teachers, so that these resources can be created with an adequate level of quality and deployed in different learning management systems. The objective of this paper is to explore to what extent Ecuadorian universities make use of the educational repositories of digital educational material, the specialized repositories of learning objects, and the way in which they have evolved over the last five years. This paper also helps to identify the barriers and the factors that hinder their use. It is expected that the conclusions drawn from this analysis will permit the design of strategies aimed to promote the creation and use of quality digital educational materials.
FlipMyLearning: a tool for monitoring and predicting learner behavior in moodle
(Institute of Electrical and Electronics Engineers (IEEE), 2021) Sigua Loja, Edisson Fernando; Maldonado Mahauad, Jorge Javier; Aguilar Yaguana, Bryan Alexander
The development of technology has meant that in the last two decades Information and Communication Technologies have become more and more involved in the teaching process and have tried to change traditional learning models. With the support of modern technology, platforms have been developed and perfected that encourage the adoption of a new virtual learning paradigm. These platforms store student and teacher interactions with course resources in database engines, information that can be very relevant, but in many cases has not been processed in a way that is useful for use by teachers and students. Therefore, this study aims to implement and evaluate a dashboard for student behavior analysis and dropout prediction in Moodle. The tool will help teachers to know what students do before, during and after a class mediated by virtual platforms. In addition, it will also help students manage their learning process and easily and effectively monitor their progress in the course. Given the analytical nature of the research, exploratory analysis of the Moodle data model, evaluation of existing visualizations and design of the tool based on Moodle architecture were used to develop a dashboard of visualizations and dropout prediction. As a result, FlipMyLearning was implemented, a plugin for the Moodle platform that allows the teacher to monitor the learning process of students for informed decision making. The developed plugin contains visualizations for both the teacher and the student, divided into different sections, each oriented to monitor different aspects of the course. The research conducted shows that the visualizations generated were useful for both teachers and students who participated in the evaluation process. In addition, variables such as time spent, number of sessions and indicators related to cognitive depth and social breadth are useful variables to identify groups of students at risk of dropping out.
Detection of learning strategies: a comparison of process, sequence and network analytic approaches
(Springer Link, 2019) Pérez Sanagustín, Mar; Matcha, Wannisa; Gasevic, Dragan; Ahmad Uzir, Noraayu; Jovanovic, Jelena; Pardo, Abelardo; Maldonado Mahauad, Jorge Javier
© 2019, Springer Nature Switzerland AG. Research in learning analytics proposed different computational techniques to detect learning tactics and strategies adopted by learners in digital environments through the analysis of students’ trace data. While many promising insights have been produced, there has been much less understanding about how and to what extent different data analytic approaches influence results. This paper presents a comparison of three analytic approaches including process, sequence, and network approaches for detection of learning tactics and strategies. The analysis was performed on a dataset collected in a massive open online course on software programming. All three approaches produced four tactics and three strategy groups. The tactics detected by using the sequence analysis approach differed from those identified by the other two methods. The process and network analytic approaches had more than 66% of similarity in the detected tactics. Learning strategies detected by the three approaches proved to be highly similar.
NoteMyProgress: Supporting learners’ self-regulated strategies in MOOCs
(SPRINGER VERLAG, 2017-09-12) Maldonado Mahauad, Jorge Javier
NoteMyProgress is a web tool for supporting learners’ self-regulation strategies in MOOC environments. NoteMyProgress lets learner take notes, define objectives and goals for their learning, strategically plan their learning activities, and track how they spend their time in the course. This demonstration presents the first prototype of NoteMyProgress, a Google Chrome plugin and web app that includes features for taking notes and managing the time learners spend on the course. Specifically, the article presents: (1) How NoteMyProgress is integrated with the Coursera learning platform to collect information on student learning activities; and (2) how learners can visualize their learning processes on the NoteMyProgress dashboard. This demonstration aims to show how NoteMyProgress, through interactive displays, lets learners monitor how they have spent their time in the course and how to take notes during their study sessions.
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.
UC online engineering: organization, processes, experiences and research on MOOCS and SPOCS at the School of Engineering of the Pontificia Universidad Católica de Chile
(Institute of Electrical and Electronics Engineers Inc., 2018) Pérez Sanagustin, María del Mar; Perez Alvarez, Ronald; Maldonado Mahauad, Jorge Javier
This article presents how the development and installation of MOOC production capabilities has been carried out at the School of Engineering of the Pontificia Universidad Católica de Chile. Specifically, they range from the organizational and infrastructure changes required to the new processes developed. In addition, the different areas of research developed in the institution around the MOOCs are presented, as well as the most important pilot experiences where this type of courses is used to propose alternative pedagogical methodologies. This article aims to serve as an example to other institutions in Latin America that want to develop MOOCs design and production capacities. © 2018 IEEE.