Browsing by Author "Pérez Álvarez, Ronald Antonio"

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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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    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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    Characterizing Learners’ Engagement in MOOCs: An Observational Case Study Using the NoteMyProgress Tool for Supporting Self-Regulation
    (2020) Pérez Álvarez, Ronald Antonio; Maldonado Mahauad, Jorge Javier; Sharma, K.; Sapunar Opazo, Diego Andrés; Pérez Sanagustín, Mar
    Recent research shows that learners who are able to self-regulate their learning show greater levels of engagement with massive open online course (MOOC) content. To improve support for learners in their self-regulatory processes, researchers have proposed technological solutions to transform recorded MOOC data into actionable knowledge. However, studies providing empirical evidence on how these solutions impact learners' engagement with the course and their self-regulatory behavior remain scarce. In this article, we present the results of an observational case study in which NoteMyProgress (NMP), a web-based tool designed to support learners' self-regulation in MOOCs, is applied as an intervention in two MOOCs. The main aim of this article is to provide insights into how the support of learners' self-regulated learning (SRL) strategies correlates with course engagement. We performed the evaluation using a sample of 263 learners and utilized distinct data sources in order to propose indicators for learners' engagement with the course and NMP. Results show a positive correlation between learners' final grades with NMP functionalities that support goal setting, organization (note taking), and self-reflection (social comparison) SRL strategies. Furthermore, we found no significant behavioral differences in how learners with low SRL and high SRL profiles engage with the course or NMP. Finally, we discuss how these results relate to prior work and the implications for future technological solutions that seek to promote engagement in MOOCs.
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    How to design tools for supporting self-regulated learning in MOOCs? Lessons learned from a literature review from 2008 to 2016
    (IEEE, 2016) Pérez Álvarez, Ronald Antonio; Pérez Sanagustín, Mar; Maldonado Mahauad, Jorge Javier
    This paper presents a systematic literature review that examines and analyzes the articles from 2008 to 2016 that have addressed the development of tools to support Self-Regulated Learning (SRL) in online and MOOC environments. The findings denote that: (1) there is a lack of tools to support SRL in MOOC environments; (2) the evaluation of the existing tools are not aligned whit the objectives of the research; (3) current research presents proposal of tools but very few achieve the stage of implementation; and (4) current existing tools tend to support many SRL strategies at the same time. We end up with a set of lessons learned for guiding the implementation of tools to support SRL strategies in MOOCs environments.
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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.
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    Notemyprogress : an educational tool to support learners self-regulation strategies in MOOCS.
    (2020) Pérez Álvarez, Ronald Antonio; Pérez Sanagustín, Mar; Pontificia Universidad Católica de Chile. Escuela de Ingeniería
    A pesar de que se ha demostrado que la autorregulación es una de las habilidades claves para que los estudiantes sean exitosos en un Curso Masivo Abierto en Línea (Massive Open Online Courses - MOOCs), las plataformas donde se ofrecen los MOOCs actualmente (ej. Coursera, edX, Udacity, FutureLearn, MiriadaX) no ofrecen los mecanismos suficientes para apoyar las estrategias que utilizan los estudiantes para autorregularse. Además, las soluciones encontradas en la bibliografía dirigidas a apoyar dichas estrategias en MOOCs, son aún escasas. Además, las pocas soluciones existentes no han evaluado el impacto sobre la autorregulación de los estudiantes debido, en parte, a la falta de métricas e indicadores. Con el fin de contribuir a esta problemática, esta tesis propone el diseño y evaluación de una solución tecnológica que apoye las estrategias de autorregulación de los estudiantes en MOOCs. Para alcanzar este objetivo se definieron dos preguntas de investigación: (1) ¿Qué características deben considerarse para el diseño de una herramienta educacional que apoye las estrategias de autorregulación efectivas para el aprendizaje en MOOCs?, (2) ¿Qué efecto tendría la herramienta educacional en las estrategias de autorregulación de los estudiantes y en sus logros?. La principal contribución de esta tesis es la herramienta NoteMyProgress, una herramienta web diseñada como un complemento a las plataforma MOOCs para apoyar las estrategias de autorregulación de los estudiantes. El diseño de la herramienta NoteMyProgress siguió la metodología basada en el diseño (Design-based Research) y su impacto fue evaluado en un caso de estudio con dos MOOCs ofrecidos por la Pontificia Universidad Católica de Chile en la plataforma Coursera. Esta tesis también contribuye con: un análisis de las métricas y funcionalidades utilizadas por las soluciones actuales para apoyar la autorregulación; y 3 de casos de estudio donde se evalúa el diseño e impacto de NoteMyProgress en la estrategias de autorregulación de los estudiantes en un MOOC.
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    UC Online Engineering: Organization, Processes, Experiences and Research on MOOCs and SPOCs at the School of Engineering of the Pontificia Universidad Católica de Chile
    (IEEE, 2018) Pérez-Sanagustí­n, María del Mar; Maldonado Mahauad, Jorge Javier; Pérez Álvarez, Ronald Antonio
    This article presents how the development and installation of MOOC production capabilities has been carried out at the School of Engineering of the Pontificia Universidad Católica de Chile. Specifically, they range from the organizational and infrastructure changes required to the new processes developed. In addition, the different areas of research developed in the institution around the MOOCs are presented, as well as the most important pilot experiences where this type of courses is used to propose alternative pedagogical methodologies. This article aims to serve as an example to other institutions in Latin America that want to develop MOOCs design and production capacities.