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

Producción científica: Capítulo del libro/informe/acta de congreso › Contribución a la conferencia › revisión exhaustiva

10 Citas (Scopus)

Resumen

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.

Idioma original	Inglés
Título de la publicación alojada	12th Latin American Conference on Learning Objects and Technologies, LACLO 2017
Editores	Ana Casali, Mario Chacon Rivas, Alicia Diaz, Antonio Silva Sprock
Editorial	Institute of Electrical and Electronics Engineers Inc.
Páginas	1-8
Número de páginas	8
ISBN (versión digital)	9781538623763
DOI	https://doi.org/10.1109/LACLO.2017.8120934
Estado	Publicada - 27 nov. 2017
Evento	12th Latin American Conference on Learning Objects and Technologies, LACLO 2017 - ARGENTINA, La Plata, Argentina Duración: 9 oct. 2017 → 12 oct. 2017 http://apibuscador.ucuenca.edu.ec/api/documentos/download/6bb426eb-1742-4096-8a30-1bcae5e34c7e;1.1

Serie de la publicación

Nombre	12th Latin American Conference on Learning Objects and Technologies, LACLO 2017
Volumen	2017-January

Conferencia

Conferencia	12th Latin American Conference on Learning Objects and Technologies, LACLO 2017
País/Territorio	Argentina
Ciudad	La Plata
Período	9/10/17 → 12/10/17
Otros	Descripción de la conferencia
Dirección de internet	http://apibuscador.ucuenca.edu.ec/api/documentos/download/6bb426eb-1742-4096-8a30-1bcae5e34c7e;1.1

ODS de las Naciones Unidas

Este resultado contribuye a los siguientes Objetivos de Desarrollo Sostenible

Acceder al documento

10.1109/LACLO.2017.8120934

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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. En 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.",

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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. En 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).

Producción científica: Capítulo del libro/informe/acta de congreso › Contribución a la conferencia › revisión exhaustiva

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

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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

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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. En Casali A, Rivas MC, Diaz A, Sprock AS, editores, 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

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