Two publications were out today, and both open access. Both addressing open challenges in MOOC learning environments, but with a different perspective.
Design of a Tool to Support Self-Regulated Learning Strategies in MOOCs
The first publication is related to the work by Ronald Pérez-Álvarez, a PhD student that is exploring how to support Self-Regulated Learning in MOOCs. Specifically, his main objective is to propose and evaluate the design and implementation of a technological solution that complements MOOC platforms for supporting students’ self-regulation in MOOCs. In his first paper, Ronald presents the design process that he followed to end up with a first pilot that we evaluated in two different case studies. This paper presents the preliminary results of these pilots and the lessons learned about the design process for tools to support SRL in MOOCs.
The massive and open nature of MOOCs contribute to attracting a great diversity of learners. However, the learners who enroll in these types of courses have trouble achieving their course objectives. One reason for this is that they do not adequately self-regulate their learning. In this context, there are few tools to support these strategies in online learning environment. Also, the lack of metrics to evaluate the impact of the proposed tools makes it difficult to identify the key features of this type of tools. In this paper, we present the process for designing NoteMyProgress, a web application that complements a MOOC platform and supports self-regulated learning strategies. For designing NoteMyProgress we followed the Design Based Research methodology. For the evaluation of the tool, we conducted two case studies using a beta version of NoteMyProgress over three MOOCs offered in Coursera. The findings of these two case studies are presented as a set of lessons learned that inform about: (1) a list of requirements to inform the design of a second version of the tool; (2) a list of requirements that could serve as a reference for other developers to design new tools that support self-regulated learning in MOOCs.
Pérez-Álvarez, R., Maldonado-Mahauad, J., Pérez-Sanagustín, M. Design of a Tool to Support Self-Regulated Learning Strategies in MOOCs, Journal of Universal Computer Science (JUCS), 24(8), 1090-1109. JCR-SCI, Q3, Impact Factor: 1.066 (Download Paper)
Ronald has continuing working on one of the main problems that we found out when we wanted to measure the impact of the tool and the indicators to support learners in this context. To advance on this challenge, we did a literature review to explore what tools were previously designed to support SRL in online context, what were the indicators they used to support certain SRL strategies, and how did they evaluated the impact in students’ learning. The main results of this literature review are collected in our recent article published in EC-TEL 2018 this year. We plan to extend this last work to continue exploring this idea of the indicators and measures of success in order to arrive to certain agreements with the community on how to measure SRL in complex learning scenarios such as MOOCs. Here you have the link to the EC-TEL paper:
Pérez-Álvarez R., Maldonado-Mahauad J., Pérez-Sanagustín M. (2018) Tools to Support Self-Regulated Learning in Online Environments: Literature Review. In: Pammer-Schindler V., Pérez-Sanagustín M., Drachsler H., Elferink R., Scheffel M. (eds) Lifelong Technology-Enhanced Learning. EC-TEL 2018. Lecture Notes in Computer Science, vol 11082. Springer, Cham
MyMOOCSpace: Mobile Cloud-based System Tool to Improve Collaboration and Preparation of Group Assessments in Traditional Engineering Courses in Higher Education
The first publication is related to the work by Alejandro Ramírez, a PhD student that is exploring how to support collaboration in MOOCs and MOOC-Based Blended Learning Scenarios with mobile technologies. His main contribution is a game called MyMOOCSpace, which is based on the principles to promote meaningful collaboration. As a first pilot study, we studied how MyMOOCSpace improves the interaction between learners in a MOOC-based Blended Learning Course. Here you have the abstract and the link to the article in case you are interested:
Assessments in traditional university courses continue to be an accepted tool for validating the knowledge acquired in the different subjects. It is in this context that students use a variety of practices to prepare assessments and exams appropriately. On the other hand, in recent years, higher education institutions have been using the Massive Open Online Courses (MOOCs) as an alternative to expand and innovate their traditional classroom practices. In this field, some alternatives have been generated in these platforms to extend their functions beyond the courses proposed. MyMOOCSpace is a cloud‐based tool that improves the interaction of students participating in a MOOC course. However, a variation of this tool allows for improved collaboration and preparation of assessments and/or tests for students in a traditional higher education class. This article presents a study using the MyMOOCSpace tool as an alternative to encourage collaboration and preparation of students to take traditional tests or assessments in the field of higher education. To evaluate this application and demonstrate the impact on the results of the evaluations, a case study is presented in which 40 computer engineering students from a Chilean university participated. The results show that MyMOOCSpace generates a positive increase in student interaction regarding the subjects covered in the course, and that it helped them to study and prepare for the final exam of the subject.
Ramírez-Donoso, L., Pérez-Sanagustín, M., Neyem, A. MyMOOCSpace: Mobile Cloud-based System Tool to Improve Collaboration and Preparation of Group Assessments in Traditional Engineering Courses in Higher Education, Computer Applications in Engineering Education, DOI:10.1002/cae.22045. (Download Paper )