Browsing by Author "Alario-Hoyos, Carlos"

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    A Competency Framework for Teaching and Learning Innovation Centers for the 21st Century: Anticipating the Post-COVID-19 Age
    (2022) Perez-Sanagustin, Mar; Kotorov, Iouri; Teixeira, Antonio; Mansilla, Fernanda; Broisin, Julien; Alario-Hoyos, Carlos; Jerez, Oscar; Teixeira Pinto, Maria do Carmo; Garcia, Boni; Delgado Kloos, Carlos; Morales, Miguel; Solarte, Mario; Oliva-Cordova, Luis Magdiel; Gonzalez Lopez, Astrid Helena
    During the COVID-19 pandemic, most Higher Education Institutions (HEIs) across the globe moved towards "emergency online education", experiencing a metamorphosis that advanced their capacities and competencies as never before. Teaching and Learning Centers (TLCs), the internal units that promote sustainable transformations, can play a key role in making this metamorphosis last. Existing models for TLCs have defined the competencies that they could help develop, focusing on teachers', students', and managers' development, but have mislead aspects such as leadership, organizational processes, and infrastructures. This paper evaluates the PROF-XXI framework, which offers a holistic perspective on the competencies that TLCs should develop for supporting deep and sustainable transformations of HEIs. The framework was evaluated with 83 participants from four Latin American institutions and used for analyzing the transformation of their teaching and learning practices during the pandemic lockdown. The result of the analysis shows that the PROF-XXI framework was useful for identifying the teaching and learning competencies addressed by the institutions, their deficiencies, and their strategic changes. Specifically, this study shows that most institutions counted with training plans for teachers before this period, mainly in the competencies of digital technologies and pedagogical quality, but that other initiatives were created to reinforce them, including students' support actions.
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    Enhancing Grit and Critical Thinking in Rural Primary Students: Impact of a Targeted Educational Intervention
    (2024) Gallardo-Estrada, Carla; Nussbaum, Miguel; Pinto, Mauricio; Alvares, Danilo; Alario-Hoyos, Carlos
    This study examined the impact of a targeted educational intervention on enhancing grit and critical thinking skills among 10-year-old primary school students in rural Chile. The intervention, involving 153 students from six public schools, used a language classroom model with structured reading activities. Grit and critical thinking were measured pre- and post-intervention. Results showed improvements in the intervention group. The intervention's effectiveness was consistent across genders. The findings suggest that structured, student-centered educational strategies can enhance grit and critical thinking in primary students. Further research is needed to generalize the results to different settings and age groups.
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    Fostering the use of online learning resources: results of using a mobile collaboration tool based on gamification in a blended course
    (2023) Ramirez-Donoso, Luis; Perez-Sanagustin, Mar; Neyem, Andres; Alario-Hoyos, Carlos; Hilliger Carrasco, Isabel; Rojos, Felipe
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    My Learning Mentor: A Mobile App to Support Learners Participating in MOOCs
    (2015) Alario-Hoyos, Carlos; Estevez-Ayres, Iria; Perez Sanagustin, Mar; Leony, Derick; Delgado Kloos, Carlos
    MOOCs have brought a revolution to education. However, their impact is mainly benefiting people with Higher Education degrees. The lack of support and personalized advice in MOOCs is causing that many of the learners that have not developed work habits and self-learning skills give them up at the first obstacle, and do not see MOOCs as an alternative for their education and training. My Learning Mentor (MLM) is a mobile application that addresses the lack of support and personalized advice for learners in MOOCs. This paper presents the architecture of MLM and practical examples of use. The architecture of MLM is designed to provide MOOC participants with a personalized planning that facilitates them following up the MOOCs they enroll. This planning is adapted to learners' profiles, preferences, priorities and previous performance (measured in time devoted to each task). The architecture of MLM is also designed to provide tips and hints aimed at helping learners develop work habits and study skills, and eventually become self-learners.
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    Personalized strategies for academic success in learning anatomy: Exploring metacognitive and technological adaptation in medical students
    (2024) Stambuk-Castellano, Monica; Carrera, Anna; Tubbs, R. Shane; Alario-Hoyos, Carlos; Verdu, Enric; Iwanaga, Joe; Reina, Francisco
    Personalization of learning is an educational strategy rooted in metacognition and is significant in academic training. This is especially true in medical contexts. This study explored the relationship between the metacognitive profile of students of human anatomy, the classification of questions according to their difficulty, and the anatomical domain. It also covered the integration of educational technologies to create personalized learning environments. The identification of metacognitive profiles ("Active", "Pragmatic", "Theoretical", and "Reflective") has been highlighted as a critical influence on students' responses to different pedagogical approaches. Personalized adaptation based on these profiles has shown potential for improving grades and increasing student satisfaction and engagement with learning. The results revealed variations in student performance in relation to different pedagogical approaches, learning units, and evaluation modalities. The "Experience" evaluation modality, personalized according to metacognitive profiles, level of competence, and learning objectives, resulted in higher average scores. However, there was significant variability in the results. Those findings confirm the effectiveness of metacognitive adaptation in improving academic performance. Furthermore, they provide a solid basis for formulating personalized and effective pedagogical strategies in medical education. They recognize the influence of metacognitive profiles on student performance and contribute to advancing medical pedagogy.
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    The effects of whole-class interactive instruction with Single Display Groupware for Triangles
    (2014) Caballero Díaz, Daniela Constanza; Van Riesen, Siswa A.N; Álvarez Montoya, Sergio Arturo; Nussbaum Voehl, Miguel; De Jong, Ton; Alario-Hoyos, Carlos
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    The impacts of scaffolding socially shared regulation on teamwork in an online project-based course
    (2022) Cortazar, Catalina; Nussbaum, Miguel; Alario-Hoyos, Carlos; Goni, Julian; Alvares, Danilo
    Employers now consider teamwork one of the essential skills for students to acquire during their academic life. However, COVID-19 has accelerated the transition towards online learning, affecting how we work in teams. This study looked at how scaffolding socially shared regulation of learning can influence teamwork in an online, project-based course. Intra-group peer assessment was used to analyze three variables during a first-year engi-neering course. By following the proposed scaffolding, students found an optimum balance in their contribution to team meetings. They also managed to establish a positive working environment earlier in the semester. This study contributes to the field by showing that scaffolding socially shared regulation in an online, project-based course allows for an interplay between collaboration during class and cooperation outside of it. This interplay ultimately leads teams to achieve better results on their final project.
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    Transforming the learning experience in pre-service teacher training using the flipped classroom
    (2022) Barahona Millacura, Camila Daniela; Nussbaum Voehl, Miguel; Espinosa Urbina, Pablo Matías; Meneses, Alejandra; Alario-Hoyos, Carlos; Pérez Sanagustín, Mar; Pontificia Universidad Católica de Chile
    The lack of information and communication technology skills among teachers is highlighted as being one of the main barriers to increasing the use of technology in teaching and learning. This study shows how technology used in a flipped classroom can improve learning among pre-service teachers, as well as boosting perceptions of their own technology skills. The students covered the instructional content before class through videos complemented by formative assessment. The data resulted in a report that the teacher then used to adapt their lecture, as well as defining the questions to be asked using an in-class response system. The responses to these questions were then discussed with the students. The results show that it is possible to change pre-service teachers’ perceptions of using technology in the classroom, both as a student and as a future teacher.
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    Understanding Learners' Motivation and Learning Strategies in MOOCs
    (2017) Alario-Hoyos, Carlos; Estevez-Ayres, Iria; Perez-Sanagustin, Mar; Delgado Kloos, Carlos; Fernandez-Panadero, Carmen
    MOOCs (Massive Open Online Courses) have changed the way in which OER (Open Educational Resources) are bundled by teachers and consumed by learners. MOOCs represent an evolution towards the production and offering of structured quality OER. Many institutions that were initially reluctant to providing OER have, however, joined the MOOC wave. Nevertheless, MOOCs detractors strongly criticize their high dropout rates. The dropout rate is a commonly accepted metric of success for traditional education, but it may not be as suitable when dealing with OER, in general, and with MOOCs, in particular, since learners' motivations to take a course are very diverse, and certain selfregulated learning strategies are required to tackle the lack of personalized tutoring and keep pace in the course. This paper presents an empirical study on the motivation and learning strategies of MOOC learners. Six thousand three hundred and thirty-five learners from 160 countries answered a selfreport 7-point Likert-type questionnaire based on the Motivated Strategies for Learning Questionnaire (MSLQ) as part of a MOOC titled Introduction to Programming with Java. Results indicate that learners were highly motivated and confident to do well in the course. Learning strategies, however, can be improved, especially regarding time management.
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    Understanding Learners’ Motivation and Learning Strategies in MOOCs
    (2017) Alario-Hoyos, Carlos; Estevez-Ayres, Iria; Pérez Sanagustín, Mar; Delgado Kloos, Carlos; Fernández Panadero, Carmen