Browsing by Author "Celis S."

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    Analyzing Learners’ Perception of Indicators in Student-Facing Analytics: A Card Sorting Approach
    (Springer, 2023) Villalobos E.; Hilliger, Isabel; Perez-Sanagustin M.; González Ugalde, Carlos; Celis S.; Broisin J.
    Many studies have explored using different indicators to support students’ self-monitoring. This has motivated the development of student-facing analytics, such as dashboards and chatbots. However, there is a limited understanding of how learners interpret these indicators and act on that information. This study evaluates different indicators from a student perspective by adapting the card sorting technique, which is employed in Human-Centered Design. We chose eight indicators based on different comparative reference frames from the literature to create 16 cards to present both a visual and a text representation per indicator. Qualitative and quantitative data were collected from 21 students of three majors at two Latin American universities. According to the quantitative results, students’ agreement level about the indicators’ interpretability and actionability was relatively low. Nonetheless, the indicators that included temporality were found to be less interpretable but more actionable than those that did not. The analysis indicates that several students would use this information to improve their study habits only if their performance in the course is lower than expected. These findings might be used as a starting point to design student-facing analytics. Also, adapting the card sorting technique could be replicated to understand learners’ use of indicators in other TEL contexts.
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    Introduction to the Special Issue: Student Experience in Latin American Higher EducationIntrodução ao número especial: Experiência estudantil no ensino superior na América LatinaIntroducción a número especial: Experiencia estudiantil en la educación superior de América Latina
    (Arizona State University, 2022) Santelices M.V.; Celis S.
    © 2022, Arizona State University. All rights reserved.In this introduction, the guest editors present an overview of the 11 articles that make up the special issue on student experience in Latin American higher education. The introduction provides context about the higher education sector in Latin America, draws attention to the main features of the articles, and highlights common themes across them. The guest editors also comment on the parallels and contrasts with the student experience discussed by the literature from other geographical locations. Based on the preparation and publication of the special issue, suggestions for further research are provided.
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    The Mediating Role of Learning Analytics: Insights into Student Approaches to Learning and Academic Achievement in Latin America
    (2024) Villalobos E.; Hilliger I.; Gonzalez C.; Celis S.; Perez-Sanagustin M.; Broisin J.
    © 2024, Society for Learning Analytics Research (SOLAR). All rights reserved.Researchers in learning analytics have created indicators with learners’ trace data as a proxy for studying learner behaviour in a college course. Student Approaches to Learning (SAL) is one of the theories used to explain these behaviours, distinguishing between deep, surface, and organized study. In Latin America, researchers have demonstrated that organized approaches to learning could be more effective in higher education, leading to better performance and course approval. However, further analysis of student behavioural data is needed to understand this relationship and inform interventions targeting study habits and academic performance. In this study, we analyzed the relationship between student approaches to learning and their final grade in six college courses, using behavioural trace data as a mediator variable. Specifically, we conducted a quantitative study in two Latin American institutions where data of different granularity was collected from their Learning Management Systems. We observed that most learning analytics indicators do not mediate the effect between approaches to learning and course performance. However, there was evidence for fine-grained indicators acting as total mediators. Implications are discussed at methodological and pedagogical levels, aiming to inform the advancement of learning analytics in the region and its use for supporting student learning.