Browsing by Author "Estevez-Ayres, Iria"

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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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    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