Browsing by Author "Maldonado-Mahauad, Jorge"

Now showing 1 - 4 of 4
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    Analytics of Learning Strategies: Role of Course Design and Delivery Modality
    (2020) Matcha, Wannisa; Gasevic, Dragan; Uzir, Nora'ayu Ahmad; Jovanovic, Jelena; Pardo, Abelardo; Lim, Lisa; Maldonado-Mahauad, Jorge; Gentili, Sheridan; Perez-Sanagustin, Mar; Tsai, Yi-Shan
    Generalizability of the value of methods based on learning analytics remains one of the big challenges in the field of learning analytics. One approach to testing generalizability of a method is to apply it consistently in different learning contexts. This study extends a previously published work by examining the generalizability of a learning analytics method proposed for detecting learning tactics and strategies from trace data. The method was applied to the datasets collected in three different course designs and delivery modalities, including flipped classroom, blended learning, and massive open online course. The proposed method combines process mining and sequence analysis. The detected learning strategies are explored in terms of their association with academic performance. The results indicate the applicability of the proposed method across different learning contexts. Moreover, the findings contribute to the understanding of the learning tactics and strategies identified in the trace data: learning tactics proved to be responsive to the course design, whereas learning strategies were found to be more sensitive to the delivery modalities than to the course design. These findings, well aligned with self-regulated learning theory, highlight the association of learning contexts with the choice of learning tactics and strategies.
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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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    Building Institutional Capacity for Learning Analytics: Top-Down & Bottom-Up Initiatives
    (2022) Perez-Sanagustin, Mar; Hilliger Carrasco, Isabel; Maldonado-Mahauad, Jorge; Perez-Alvarez, Ronald
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    Large scale analytics of global and regional MOOC providers: Differences in learners' demographics, preferences, and perceptions
    (2022) Ruiperez-Valiente, Jose A.; Staubitz, Thomas; Jenner, Matt; Halawa, Sherif; Zhang, Jiayin; Despujol, Ignacio; Maldonado-Mahauad, Jorge; Montoro, German; Peffer, Melanie; Rohloff, Tobias; Lane, Jenny; Turro, Carlos; Li, Xitong; Perez-Sanagustin, Mar; Reich, Justin
    Massive Open Online Courses (MOOCs) remarkably attracted global media attention, but the spotlight has been concentrated on a handful of English-language providers. While Coursera, edX, Udacity, and FutureLearn received most of the attention and scrutiny, an entirely new ecosystem of local MOOC providers was growing in parallel. This ecosystem is harder to study than the major players: they are spread around the world, have less staff devoted to maintaining research data, and operate in multiple languages with university and corporate regional partners. To better understand how online learning opportunities are expanding through this regional MOOC ecosystem, we created a research partnership among 15 different MOOC providers from nine countries. We gathered data from over eight million learners in six thousand MOOCs, and we conducted a large-scale survey with more than 10 thousand participants. From our analysis, we argue that these regional providers may be better positioned to meet the goals of expanding access to higher education in their regions than the better-known global providers. To make this claim we highlight three trends: first, regional providers attract a larger local population with more inclusive demographic profiles; second, students predominantly choose their courses based on topical interest, and regional providers do a better job at catering to those needs; and third, many students feel more at ease learning from institutions they already know and have references from. Our work raises the importance of local education in the global MOOC ecosystem, while calling for additional research and conversations across the diversity of MOOC providers.