Browsing by Author "Hilliger, Isabel "

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    A MOOC-based flipped experience : scaffolding SRL strategies improves learners’ time management and engagement
    (2020) Pérez Sanagustín, Mar; Sapunar Opazo, Diego Andrés; Pérez Álvarez, Ronald Antonio; Hilliger, Isabel; Bey, A.; Maldonado Mahauad, Jorge Javier; Baier Aranda, Jorge Andrés
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    A Protocol to Follow-up with Students in Large-enrollment Courses
    (American Society for Engineering Education, 2021) Piña Aguilera, Matías Alonso; Hilliger, Isabel; Baier Aranda, Jorge Andrés; Melián, Constanza; Ruz Ruz, Cristián Daniel; González, Tomás Andrés
    In response to the covid-19 health crisis, many higher education institutions quickly moved to online education. As a result of that sudden switch, students faced unexpected difficulties, such as lack of a good quality internet connection, adequate equipment, and a good study environment. Additionally, several of them dealt with the effects of health and emotional situations faced by themselves or family members. Aware of those additional difficulties, some institutions promoted a flexible approach, suggesting teachers to increase communication with their students and make the necessary modifications to course evaluations and deadlines.Teachers willing to approach their teaching in a more flexible manner need to make themselves aware of the needs of their students. In engineering massive courses, where student-teacher communication is usually burdened, gaining such an awareness is particularly difficult, requiring students to initiate communication. Unfortunately, in remote online settings, which may exacerbate social isolation, students may have less inclination to communicate with their teachers.This work-in-progress paper describes a case of study in which we describe and evaluate a protocol designed to actively engage in communication with students either with lower-than-average academic performance or with missing/late assignments. Using soothing language, a member of the teaching staff contacts students (or replies to a request from a student), attempts to establish the causes of the low academic performance and proposes specific actions to be taken in response to students' needs. The protocol was implemented in an advanced programming course during the second term (Fall) of 2020, at a large school of engineering in Latin America. To evaluate the student's perceptions of this approach, we collect data from several sources, including general-purpose student evaluations and questionnaires designed to specifically evaluate the perceptions of this approach. By analyzing different sources of data, we aimed to identify advantages and opportunities for improvement and scaling this approach at a school level. Among the most important contributions, even though our protocol was designed and implemented during the pandemic, it could also be implemented face-to-face or with online systems.
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    A Step by Step Methodology for Software Design of a Learning Analytics Tool in Latin America: A Case Study in Ecuador
    (IEEE, 2019) Ortiz-Rojas, M.; Maya, R.; Jimenez, A.; Hilliger, Isabel; Chiluiza, K.
    One main objective for software developers is to find the right approach to design and develop a tool faster and effectively. In the context of Learning Analytics (LA) in Latin America, this becomes more complicated due to a lack of clear guidelines that could guide Higher Education institutions (HEI) to the design of LA tools. Thus, this study describes a step by step methodology for software design of a LA tool. The methodology combines the phases of Design Thinking and the testing components of Human-Computer Interaction theory. It starts from the LALA framework, a set of methodologies that guides HEI to create a baseline of LA needs in the context of a project named LALA (Learning Analytics in Latin America). The needs are then materialized into a tool after a user-centered iterative process takes place. The methodology is not only adaptable for HEI that have never implemented LA tool, but also for HEI that have implemented an LA tool and need to make some upgrades. For validation purposes, this article presents a case study of adopting this methodology in the design of visualizations of an academic counseling tool, and discusses the results to illustrate its use for other HEI.
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    An overview of the LALA project
    (2020) Muñoz-Merino, Pedro J.; Delgado Kloos, Carlos; Tsai, Yi-Shan; Gasevic, Dragan; Verbert, Katrien; Pérez Sanagustín, Mar; Hilliger, Isabel; Zúñiga-Prieto, Miguel Ángel; Ortiz-Rojas, Margarita; Scheihing, Eliana
    The LALA project (“Building Capacity to Use Learning Analytics to Improve Higher Education in Latin America”) is a project that aims at building capacity about the use of data in education for improving education in Latin America. This article presents a general overview of the LALA project including the LALA framework (as a set of guidelines, recommendations and patterns for enabling adoption of learning analytics), the adaptation of learning analytics tools (mainly three different tools used in Europe) and the pilots with learning analytics experiences. The results of this project could serve as an example for other institutions in the Latin American region or other under-represented regions to adopt Learning Analytics as part of their processes.
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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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    Applications of Learning Analytics in Latin America
    (2024) Hilliger, Isabel; Ceballos, Hector G.; Maldonado-Mahauad, Jorge; Mello, Rafael Ferreira
    Learning analytics (LA) is a key research domain within educational technology. This field harnesses data analysis, unlocking tangible advantages for educators and learners. Despite extensive research, geographical disparities in adoption remain, with certain regions still in developing stages. Within this scenario, Latin America has been adopting LA to address specific educational challenges, including reducing quality disparities and dropout rates. However, the region confronts limitations for adoption, such as infrastructure, a lack of widespread data literacy, and regulatory constraints, all of which impede broader implementation. In this context, this special issue, titled "Applications of Learning Analytics in Latin America," intends to present a comprehensive perspective on LA's deployment across the continent, highlighting its current state and potential growth. In this editorial, we curate a selection of relevant papers, each delving into diverse facets of LA's application within Latin American contexts. These papers exemplify practical implementations and discuss the implications and possible future trajectories for LA research, especially tailored for the Latin American academic community.
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    Blended learning in rural K-12 education: Stakeholder dynamics and recommendations
    (2024) Henriquez, Valeria; Hilliger, Isabel
    BackgroundWith the growing integration of technology in education, the adoption of blended learning (b-learning) has gained attention. B-learning combines traditional classroom teaching with online components, holding potential to enhance student outcomes and educational efficiency. Yet, current research predominantly concentrates on higher education institutions in urban areas, creating a void in understanding its impact on K-12 education, particularly in rural settings.ObjectivesThis qualitative study aims to propose recommendations for successful implementation of blended learning in rural K-12 areas by addressing the key stakeholders influencing its adoption and identifying the main factors affecting its success.MethodsWe performed a content analysis of grey literature documents detailing the implementation of b-learning in K-12 education. Additionally, interviews with crucial stakeholders such as teachers, principals, and experts in rural schools in South America provide insights into the challenges and prospects of b-learning adoption in these contexts.Results and ConclusionsThe study identifies pivotal stakeholders for effective b-learning implementation, outlining their roles and addressing challenges inherent in rural settings. Recommendations for enhancing b-learning's implementation in developing countries are also proposed. The research underscores the significance of involving diverse stakeholders such as governmental bodies, school leaders, educators, students, and families to ensure a holistic and efficient approach to blended learning.
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    Can Feedback based on Predictive Data Improve Learners' Passing Rates in MOOCs? A Preliminary Analysis
    (Association for Computing Machinery, Inc., 2021) Pérez Sanagustín, Mar; Pérez Álvarez, Ronald Antonio; Maldonado Mahauad, Jorge Javier; Villalobos, Esteban; Hilliger, Isabel; Hernández Correa, Josefina María; Sapunar Opazo, Diego Andrés; Moreno-Marcos, Pedro Manuel; Muñoz-Merino, Pedro J.; 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.
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    Coordinating learning analytics policymaking and implementation at scale
    (2020) Broos, T.; Hilliger, Isabel; Pérez Sanagustín, Mar; Htun, N. N.; Millecamp, M.; Pesantez Cabrera, P.; Solano Quinde, L.; Siguenza Guzman, L.; Zuniga-Prieto, M.; Verbert, K.; De Laet, T.
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    Curriculum analytics adoption in higher education: A multiple case study engaging stakeholders in different phases of design
    (2023) Hilliger, Isabel; Miranda Mendoza, Constanza; Celis, Sergio; Pérez‐Sanagustín, Mar
    Several studies have indicated that stakeholder engagement could ensure the successful adoption of learning analytics (LA). Considering that researchers and tech developers may not be aware of how LA tools can derive meaningful and actionable information for everyday use, these studies suggest that participatory approaches based on human-centred design can provide stakeholders with the opportunity to influence decision-making during tool development. So far, there is a growing consensus about the importance of identifying stakeholders' needs and expectations in early stages, so researchers and developers can design systems that resonate with their users. However, human-centred LA is a growing sub-field, so further empirical work is needed to understand how stakeholders can contribute effectively to the design process and the adoption strategy of analytical tools. To illustrate mechanisms to engage various stakeholders throughout different phases of a design process, this paper presents a multiple case study conducted in different Latin American universities. A series of studies inform the development of an analytical tool to support continuous curriculum improvement, aiming to improve student learning and programme quality. Yet, these studies differ in scope and design stage, so they use different mechanisms to engage students, course instructors and institutional administrators. By cross analysing the findings of these three cases, three conclusions emerged for each design phase of a CA tool, presenting mechanisms to ensure stakeholder adoption after tool development. Further implications of this multiple case study are discussed from a theoretical and methodological perspective.
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    Design and implementation of an alternative admission program to engineering: Talent and Inclusion
    (2018) Hilliger, Isabel; Gelmi Weston, Claudio Andrés; Cifuentes Lira, Luis Abdón; Bennett Manzano, Magdalena; Llera Martin, Juan Carlos de la
    In 2011, the School of Engineering at Pontificia Universidad Católica de Chile launched an alternative admission program to attract talented high-school students from low-income families who would not be accepted by the conventional admission process but have otherwise shown outstanding academic results at the high-school level. Applicants came from socioeconomically disadvantaged backgrounds, and were admitted through a formal process that looked for personal skills beyond standardized test results. Students accepted through the alternative admission program showed promising academic gains after their first year of college, a result that has repeated across cohorts. Proper academic and psychological support was needed to level out the disparities in students’ prior knowledge of science and math fundamentals. Future work is required to explore the principal factors affecting academic performance of underrepresented students who are not part of the schools’ dominant culture.
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    Does taking a MOOC as a complement for remedial courses have an effect on my learning outcomes? a pilot study on calculus
    (2016) Pérez Sanagustín, Mar; Hernández Correa, Josefina María; Gelmi Weston, Claudio Andrés; Hilliger, Isabel; Rodríguez Palma, María Fernanda; Verbert, Katrien; Sharples, Mike; Klobučar, Tomaž
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    Does the Revision of ABET Student Outcomes Include the Competencies Required to Succeed in Start-Ups and Entrepreneurial Companies?
    (2017) Hilliger, Isabel ; Miranda, Constanza ; Pérez-Sanagustín, Mar ; De la vega, Manuela
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    Framework for promoting continuous curriculum improvement in higher education using learning analytics
    (2020) Hilliger, Isabel; Pérez Sanagustín, Mar; Pontificia Universidad Católica de Chile. Escuela de Ingeniería
    En las últimas dos décadas, la cobertura de la educación superior creció exponencialmente en Latinoamérica, generándose disparidades en la calidad de sus programas. Esto hace necesario implementar procesos de mejora continua curricular para formular acciones de mejora si los logros de aprendizaje no son los esperados. La reciente aparición de las analíticas de aprendizaje facilita la integración y el análisis de distintos datos educativos con el fin de renovar elementos curriculares. Sin embargo, la disponibilidad y el despliegue de soluciones analíticas no reporta beneficios si su adopción no está estrechamente centrada en las necesidades de los actores clave. En este contexto, esta tesis tiene como objetivo responder a la pregunta de investigación: ¿Cómo promover la mejora continua del currículo en los programas de educación superior en Latinoamérica utilizando Analíticas de Aprendizaje? Para responder a esta pregunta, se utilizaron métodos mixtos dentro de enfoques de investigación tradicionales. Primero, se realizaron entrevistas y cuestionarios para identificar necesidades de analíticas de aprendizaje en estudiantes, profesores, y gestores de distintas universidades. Segundo, se diseñó y evaluó una herramienta analítica para apoyar la formulación de acciones de mejora curricular a partir de la medición de logros de aprendizaje. Tercero, se elaboró un caso de estudio para identificar mecanismos para involucrar a los profesores en medición y mejora de los logros de aprendizajes. A partir de estos tres estudios, se desarrolló un marco para promover la mejora continua curricular en los programas de educación superior en América Latina. El uso de este marco permitirá que las universidades reflexionen sobre los cambios curriculares generados durante la pandemia, formulando acciones de mejora según sus necesidades. Además, esta tesis contribuye con un conjunto de lecciones aprendidas en relación al diseño e implementación de una herramienta de analítica curricular y al involucramiento de profesores en un proceso de mejora continua a lo largo de un extenso período de tiempo.
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    H-MOOC framework: reusing MOOCs for hybrid education
    (2017) Pérez Sanagustín, Mar; Hilliger, Isabel; Alario, C.; Kloos, C.; Rayyan, S.
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    Identifying needs for learning analytics adoption in Latin American universities: A mixed-methods approach
    (ELSEVIER SCIENCE INC, 2020) Hilliger, Isabel; Ortiz Rojas, Margarita; Pesantez Cabrera, Paola; Scheihing, Eliana; Tsai, Yi Shan; Munoz Merino, Pedro J.; Broos, Tom; Whitelock Wainwright, Alexander; Perez Sanagustin, Mar
    Learning Analytics (LA) is perceived to be a promising strategy to tackle persisting educational challenges in Latin America, such as quality disparities and high dropout rates. However, Latin American universities have fallen behind in LA adoption compared to institutions in other regions. To understand stakeholders' needs for LA services, this study used mixed methods to collect data in four Latin American Universities. Qualitative data was obtained from 37 interviews with managers and 16 focus groups with 51 teaching staff and 45 students, whereas quantitative data was obtained from surveys answered by 1884 students and 368 teaching staff. According to the triangulation of both types of evidence, we found that (1) students need quality feedback and timely support, (2) teaching staff need timely alerts and meaningful performance evaluations, and (3) managers need quality information to implement support interventions. Thus, LA offers an opportunity to integrate data-driven decision-making in existing tasks.
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    Implementing Artificial Intelligence in Physiotherapy Education: A Case Study on the Use of Large Language Models (LLM) to Enhance Feedback
    (2024) Villagran, Ignacio; Hernandez, Rocio; Schuit, Gregory; Neyem, Andres; Fuentes-Cimma, Javiera; Miranda, Constanza; Hilliger, Isabel; Duran, Valentina; Escalona, Gabriel; Varas, Julian
    This article presents a controlled case study focused on implementing and using generative artificial intelligence, specifically large language models (LLMs), in physiotherapy education to assist instructors with formulating effective technology-mediated feedback for students. It outlines how these advanced technologies have been integrated into an existing feedback-oriented platform to guide instructors in providing feedback inputs and establish a reference framework for future innovations in practical skills training for health professions education. Specifically, the proposed solution uses LLMs to automatically evaluate feedback inputs made by instructors based on predefined and literature-based quality criteria and generates actionable textual explanations for reformulation. In addition, if the instructor requires, the tool supports summary generation for large sets of text inputs to achieve better student reception and understanding. The case study describes how these features were integrated into the feedback-oriented platform, how their effectiveness was evaluated in a controlled setting with documented feedback inputs, and the results of its implementation with real users through cognitive walkthroughs. Initial results indicate that this innovative implementation holds great potential to enhance learning and performance in physiotherapy education and has the potential to expand to other health disciplines where the development of procedural skills is critical, offering a valuable tool to assess and improve feedback based on quality standards for effective feedback processes. The cognitive walkthroughs allowed us to determine participants' usability decisions in the face of these new features and to evaluate the perceived usefulness, how this would integrate into their workload, and their opinion regarding the potential for the future within this teaching strategy. This article concludes with a discussion of the implications of these findings for practice and future research directions in this developing field.
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    Learning analytics at UC-engineering: Lessons learned about infrastructure and organizational structure
    (CEUR-WS, 2020) Pérez Sanagustín, Mar; Hilliger, Isabel; Maldonado Mahauad, Jorge Javier; Pérez Álvarez, Ronald Antonio; Hernández Correa, Josefina María
    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.