Flipping the classroom with MOOCs. A pilot study exploring differences between self-regulated learners

Jorge J. Maldonado; Mar Pérez-Sanagustín; Jorge L. Bermeo; Lissette Muñoz; Guillermo Pacheco; Isabel Espinoza

doi:10.1109/LACLO.2017.8120934

Flipping the classroom with MOOCs. A pilot study exploring differences between self-regulated learners

Jorge J. Maldonado
, Mar Pérez-Sanagustín
, Jorge L. Bermeo
, Lissette Muñoz
, Guillermo Pacheco
, Isabel Espinoza

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

10 Scopus citations

Abstract

The use of Flipped Classroom (FC) model supported with technology has allowed to optimize classroom time, covering the students' learning demands and adapting to their work pace. However, learners perform at different pace and use external resources during their learning, which requires from them the ability to self-regulate. In this paper, a pilot study is presented and investigates how students with different self-regulation profiles navigate through a MOOC when it is used as a part of FC methodology. To meet the study objectives, by using Process Mining techniques, it has been investigated over log files recording the course behaviour of N= 149 learners across an Open edX MOOC used to support FC. The findings show that learners who were exposed to the FC obtained better grades than their counterparts. Also, learners with different SRL profiles follow different navigation paths. This study opens up the possibility to other researchers to explore how learners perform in a MOOC using FC.

Original language	English
Title of host publication	12th Latin American Conference on Learning Objects and Technologies, LACLO 2017
Editors	Ana Casali, Mario Chacon Rivas, Alicia Diaz, Antonio Silva Sprock
Publisher	Institute of Electrical and Electronics Engineers Inc.
Pages	1-8
Number of pages	8
ISBN (Electronic)	9781538623763
DOIs	https://doi.org/10.1109/LACLO.2017.8120934
State	Published - 27 Nov 2017
Event	12th Latin American Conference on Learning Objects and Technologies, LACLO 2017 - ARGENTINA, La Plata, Argentina Duration: 9 Oct 2017 → 12 Oct 2017 http://apibuscador.ucuenca.edu.ec/api/documentos/download/6bb426eb-1742-4096-8a30-1bcae5e34c7e;1.1

Publication series

Name	12th Latin American Conference on Learning Objects and Technologies, LACLO 2017
Volume	2017-January

Conference

Conference	12th Latin American Conference on Learning Objects and Technologies, LACLO 2017
Country/Territory	Argentina
City	La Plata
Period	9/10/17 → 12/10/17
Internet address	http://apibuscador.ucuenca.edu.ec/api/documentos/download/6bb426eb-1742-4096-8a30-1bcae5e34c7e;1.1

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Flipped classroom
Learning strategies
Massive open online courses
Selfregulation

Access to Document

10.1109/LACLO.2017.8120934

Cite this

Maldonado, J. J., Pérez-Sanagustín, M., Bermeo, J. L., Muñoz, L., Pacheco, G., & Espinoza, I. (2017). Flipping the classroom with MOOCs. A pilot study exploring differences between self-regulated learners. In A. Casali, M. C. Rivas, A. Diaz, & A. S. Sprock (Eds.), 12th Latin American Conference on Learning Objects and Technologies, LACLO 2017 (pp. 1-8). (12th Latin American Conference on Learning Objects and Technologies, LACLO 2017; Vol. 2017-January). Institute of Electrical and Electronics Engineers Inc.. https://doi.org/10.1109/LACLO.2017.8120934

Maldonado, Jorge J. ; Pérez-Sanagustín, Mar ; Bermeo, Jorge L. et al. / Flipping the classroom with MOOCs. A pilot study exploring differences between self-regulated learners. 12th Latin American Conference on Learning Objects and Technologies, LACLO 2017. editor / Ana Casali ; Mario Chacon Rivas ; Alicia Diaz ; Antonio Silva Sprock. Institute of Electrical and Electronics Engineers Inc., 2017. pp. 1-8 (12th Latin American Conference on Learning Objects and Technologies, LACLO 2017).

@inproceedings{5ff2c6e26c6c43bcaa2b6b97d3896e7e,

title = "Flipping the classroom with MOOCs. A pilot study exploring differences between self-regulated learners",

abstract = "The use of Flipped Classroom (FC) model supported with technology has allowed to optimize classroom time, covering the students' learning demands and adapting to their work pace. However, learners perform at different pace and use external resources during their learning, which requires from them the ability to self-regulate. In this paper, a pilot study is presented and investigates how students with different self-regulation profiles navigate through a MOOC when it is used as a part of FC methodology. To meet the study objectives, by using Process Mining techniques, it has been investigated over log files recording the course behaviour of N= 149 learners across an Open edX MOOC used to support FC. The findings show that learners who were exposed to the FC obtained better grades than their counterparts. Also, learners with different SRL profiles follow different navigation paths. This study opens up the possibility to other researchers to explore how learners perform in a MOOC using FC.",

keywords = "Flipped classroom, Learning strategies, Massive open online courses, Selfregulation",

author = "Maldonado, \{Jorge J.\} and Mar P{\'e}rez-Sanagust{\'i}n and Bermeo, \{Jorge L.\} and Lissette Mu{\~n}oz and Guillermo Pacheco and Isabel Espinoza",

note = "Publisher Copyright: {\textcopyright} 2017 IEEE.; 12th Latin American Conference on Learning Objects and Technologies, LACLO 2017 ; Conference date: 09-10-2017 Through 12-10-2017",

year = "2017",

month = nov,

day = "27",

doi = "10.1109/LACLO.2017.8120934",

language = "Ingl{\'e}s",

series = "12th Latin American Conference on Learning Objects and Technologies, LACLO 2017",

publisher = "Institute of Electrical and Electronics Engineers Inc.",

pages = "1--8",

editor = "Ana Casali and Rivas, \{Mario Chacon\} and Alicia Diaz and Sprock, \{Antonio Silva\}",

booktitle = "12th Latin American Conference on Learning Objects and Technologies, LACLO 2017",

url = "http://apibuscador.ucuenca.edu.ec/api/documentos/download/6bb426eb-1742-4096-8a30-1bcae5e34c7e;1.1",

}

Maldonado, JJ, Pérez-Sanagustín, M, Bermeo, JL, Muñoz, L, Pacheco, G & Espinoza, I 2017, Flipping the classroom with MOOCs. A pilot study exploring differences between self-regulated learners. in A Casali, MC Rivas, A Diaz & AS Sprock (eds), 12th Latin American Conference on Learning Objects and Technologies, LACLO 2017. 12th Latin American Conference on Learning Objects and Technologies, LACLO 2017, vol. 2017-January, Institute of Electrical and Electronics Engineers Inc., pp. 1-8, 12th Latin American Conference on Learning Objects and Technologies, LACLO 2017, La Plata, Argentina, 9/10/17. https://doi.org/10.1109/LACLO.2017.8120934

Flipping the classroom with MOOCs. A pilot study exploring differences between self-regulated learners. / Maldonado, Jorge J.; Pérez-Sanagustín, Mar; Bermeo, Jorge L. et al.
12th Latin American Conference on Learning Objects and Technologies, LACLO 2017. ed. / Ana Casali; Mario Chacon Rivas; Alicia Diaz; Antonio Silva Sprock. Institute of Electrical and Electronics Engineers Inc., 2017. p. 1-8 (12th Latin American Conference on Learning Objects and Technologies, LACLO 2017; Vol. 2017-January).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - Flipping the classroom with MOOCs. A pilot study exploring differences between self-regulated learners

AU - Maldonado, Jorge J.

AU - Pérez-Sanagustín, Mar

AU - Bermeo, Jorge L.

AU - Muñoz, Lissette

AU - Pacheco, Guillermo

AU - Espinoza, Isabel

PY - 2017/11/27

Y1 - 2017/11/27

N2 - The use of Flipped Classroom (FC) model supported with technology has allowed to optimize classroom time, covering the students' learning demands and adapting to their work pace. However, learners perform at different pace and use external resources during their learning, which requires from them the ability to self-regulate. In this paper, a pilot study is presented and investigates how students with different self-regulation profiles navigate through a MOOC when it is used as a part of FC methodology. To meet the study objectives, by using Process Mining techniques, it has been investigated over log files recording the course behaviour of N= 149 learners across an Open edX MOOC used to support FC. The findings show that learners who were exposed to the FC obtained better grades than their counterparts. Also, learners with different SRL profiles follow different navigation paths. This study opens up the possibility to other researchers to explore how learners perform in a MOOC using FC.

AB - The use of Flipped Classroom (FC) model supported with technology has allowed to optimize classroom time, covering the students' learning demands and adapting to their work pace. However, learners perform at different pace and use external resources during their learning, which requires from them the ability to self-regulate. In this paper, a pilot study is presented and investigates how students with different self-regulation profiles navigate through a MOOC when it is used as a part of FC methodology. To meet the study objectives, by using Process Mining techniques, it has been investigated over log files recording the course behaviour of N= 149 learners across an Open edX MOOC used to support FC. The findings show that learners who were exposed to the FC obtained better grades than their counterparts. Also, learners with different SRL profiles follow different navigation paths. This study opens up the possibility to other researchers to explore how learners perform in a MOOC using FC.

KW - Flipped classroom

KW - Learning strategies

KW - Massive open online courses

KW - Selfregulation

UR - https://www.scopus.com/pages/publications/85043480551

U2 - 10.1109/LACLO.2017.8120934

DO - 10.1109/LACLO.2017.8120934

M3 - Contribución a la conferencia

AN - SCOPUS:85043480551

T3 - 12th Latin American Conference on Learning Objects and Technologies, LACLO 2017

SP - 1

EP - 8

BT - 12th Latin American Conference on Learning Objects and Technologies, LACLO 2017

A2 - Casali, Ana

A2 - Rivas, Mario Chacon

A2 - Diaz, Alicia

A2 - Sprock, Antonio Silva

PB - Institute of Electrical and Electronics Engineers Inc.

T2 - 12th Latin American Conference on Learning Objects and Technologies, LACLO 2017

Y2 - 9 October 2017 through 12 October 2017

ER -

Maldonado JJ, Pérez-Sanagustín M, Bermeo JL, Muñoz L, Pacheco G, Espinoza I. Flipping the classroom with MOOCs. A pilot study exploring differences between self-regulated learners. In Casali A, Rivas MC, Diaz A, Sprock AS, editors, 12th Latin American Conference on Learning Objects and Technologies, LACLO 2017. Institute of Electrical and Electronics Engineers Inc. 2017. p. 1-8. (12th Latin American Conference on Learning Objects and Technologies, LACLO 2017). doi: 10.1109/LACLO.2017.8120934

Flipping the classroom with MOOCs. A pilot study exploring differences between self-regulated learners

Abstract

Publication series

Conference

UN SDGs

Keywords

Access to Document

Other files and links

Fingerprint

Cite this