The initiative to implement Cognitive Tutors in six schools in Chile, a collaboration between UC and Carnegie Mellon University, have shown significant improvements in students’ learning, helping decrease inequities inside the classroom.
Read more in: Revista Qué Pasa (in spanish)
The group TECHNOLOGIES FOR DIGITAL LEARNING LAB congratulates Ronald Perez and Jorge Maldonado, who presented a publication in the 42nd Latin American Informatics Conference, CLEI 2016, which will be held in the city of Valparaiso between October 10th and October 14th of 2016.
The name of the accepted article is “How to design tools for supporting self-regulated learning in MOOCs? Lessons learned from a literature review from 2008 and 2016”.
This paper presents a systematic literature review that examines and analyzes the articles from 2008 until 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. Finally, it ends with a set of lessons learned for guiding the implementation of tools to support SRL strategies in MOOCs environments.
The authors Ronald Pérez (Department of Computer Science, Pontificia Universidad Católica de Chile, Chile and Universidad de Costa Rica, Headquarters Pacific, Costa Rica), Mar Pérez-Sanagustín (Department of Computer Science, Pontificia Universidad Católica de Chile, Chile) and Jorge Maldonado (Department of Computer Science, Pontificia Universidad Católica de Chile, Chile and Department of Computer Science, Universidad de Cuenca, Ecuador) must present their research at the conference in order to receive the feedback necessary within this event.
The article “Does taking a MOOC as a complement for remedial courses have an effect on my learning outcomes? A pilot study on calculus” written by Mar Pérez-Sanagustín, Josefina Hernández, Claudio Gelmi, Isabel Hilliger and Fernanda Rodríguez will be published in EC-TEL 2016. This paper presents the results of a pilot study about students’ adoption and learning outcomes of 4 MOOCs proposed as a complementary resource for traditional remedial courses on calculus.
The data analysis shows that up to 16% of the students were active in the MOOCs under study, mostly during the days before taking the diagnostic exam that preceded the traditional face-to-face remedial courses. We observe that active students had more chances of passing the diagnostic exam and skipping the required remedial courses. However, we found no significant differences on the remedial course exam scores between the students that were active in the MOOCs and those that were not. These findings suggest that MOOCs are a good solution to strengthen-ing skills and reviewing concepts, but that more guidance is needed when used as a complement to traditional f2f courses.
The article is currently in press.