Heterogeneous Users in MOOC and their Adaptive Learning Needs
Abstract Many research works point out the overcrowding and the heterogeneity of participant’s profiles in Massive Open Online Courses (MOOC) as the main causes of their low completion rate. On the other hand, the methodologies of personalization of the learning, along next to the technologies of the information, that allows to realize techniques of adaptativity, appear in international reports as an effective way to improve the learning. This paper explores the participante’ perception of their adaptive needs in this tupe of course, as well as their relationship with different aspects of the participants, such as: profiles (gender, age, geographical location and academic level), previous experience and knowledge about the topic of the MOOC and motivation to enroll the MOOC. The study is carried out through a survey completes by the participants in the MOOC Campus of Educational Innovation. We conclude that the age or gender of the participants does not significantly influence their need for adaptive techniques in a MOOC. However, living in a Latin American country, working as a manager or enrolling in a MOOC with a specific motivation, are some of the factors that influence in the desire for adaptive techniques in a MOOC. The obtained results will contribute to improve the adaptive designs of the MOOC and will be easily transferable to any online training course, in blended or virtual learning.
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Berlanga, A. J., & García-Peñalvo, F. J. (2005). Learning Technology Specifications: Semantic Objects for Adaptive Learning Environments. International Journal of Learning Technology. 1(4), 458–472. doi:https://doi.org/10.1504/IJLT.2005.007155
Berlanga, A. J., & García-Peñalvo, F. J. (2008). Learning Design in Adaptive Educational Hypermedia Systems. Journal of Universal Computer Science. 14(22), 3627–3647. doi:10.3217/jucs-014-22-3627
Brahimi, T., & Sarirete, A. (2015). Learning outside the classroom through MOOCs. Computers in Human Behavior, 51, 604-609. doi:http://dx.doi.org/10.1016/j.chb.2015.03.013
Brusilovsky, P. (1996). Methods and techniques of adaptive hypermedia. User Modeling and User-Adapted Interaction. 6(2), 87–129. doi:10.1007/BF00143964
Carro, R. M. (2001). Un mecanismo basado en tareas y reglas para la creación de sistemas hipermedia adaptativos: aplicación a la educación a través de Internet. PhD thesis.
Cruz-Benito, J., Borrás-Gené, O., García-Peñalvo, F. J., Fidalgo-Blanco, A., & Therón, R. (2015). Detection of non-formal and informal learning in Learning Communities supported by social networks in the context of a cooperative MOOC. In 2015 International Symposium on Computers in Education (SIIE) (pp.195-200). USA: IEEE. doi: https://doi.org/10.1109/SIIE.2015.7451675
Cruz-Benito, J., Borrás-Gené, O., García-Peñalvo, F. J., Fidalgo-Blanco, A., & Therón, R. (2017). Learning communities in social networks and their relationship with the MOOCs. IEEE Revista Iberoamericana de Tecnologías del Aprendizaje. In press.
Downes, S. (2008). Places to Go: Connectivism & Connective Knowledge. Innovate: Journal of Online Education, 5(1), Article 6. Recuperado de http://nsuworks.nova.edu/innovate/vol5/iss1/6
Fidalgo-Blanco, Á., Sein-Echaluce Lacleta, M. L., Borrás Gené, O. & García-Peñalvo, F. J. (2014). Educación en abierto: Integración de un MOOC con una asignatura académica. Education in the Knowledge Society (EKS). 15(3), 233–255.
Fidalgo-Blanco, Á., Sein-Echaluce Lacleta, M. L., & García-Peñalvo, F. J. (2015). Methodological Approach and Technological Framework to break the current limitations of MOOC model. Journal of Universal Computer Science, 21(5), 712-734. doi:10.3217/jucs-021-05-0712
Fidalgo-Blanco, A., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2016). From massive access to cooperation: lessons learned and proven results of a hybrid xMOOC/cMOOC pedagogical approach to MOOCs. International Journal of Educational Technology in Higher Education. 13(1), 1–13. doi:https://doi.org/10.1186/s41239-016-0024-z
Fini, A. (2009). The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools. The International Review of Research in Open and Distributed Learning. 10(5). doi:https://doi.org/10.19173/irrodl.v10i5.643
Gartner. (2016). Top 10 Strategic Technologies Impacting Higher Education in 2016. Recuperado de https://www.gartner.com/doc/3186323?ref=SiteSearch&sthkw=education top&fnl=search&srcId=1-3478922254
Jordan, K. (2014). Initial trends in enrolment and completion of massive open online courses. The
International Review of Research in Open and Distributed Learning. 15(1), 133–160. doi: https://doi.org/10.19173/irrodl.v15i1.1651
Lerís, D., & Sein-Echaluce, M. L. (2011). La personalización del aprendizaje: un objetivo del paradigma educativo centrado en el aprendizaje. Arbor. 187, Extra_3, 123–134. doi:https://doi.org/10.3989/arbor.2011.Extra-3n3135
Lerís, D., Sein-Echaluce, M. L., Hernández, M., & Bueno, C. (2017). Validation of indicators for implementing an adaptive platform for MOOCs. Computers in Human Behavior. In press. http://dx.doi.org/10.1016/j.chb.2016.07.054
Lerís López, D., Vea Muniesa, F., & Velamazán Gimeno, Á. (2015). Aprendizaje adaptativo en Moodle: tres casos prácticos. Education in the Knowledge Society (EKS), 16(4), 138–157. doi:https://doi.org/10.14201/eks201516138157
MiriadaX. (2016) https://miriadax.net.
MIT-OCW. (2002). Measuring Long-Term Success Evaluation of MIT OCW Depends on Articulation of Clear Goals. Recuperado de http://web.mit.edu/fnl/vol/155/han.htm.
Moodle. (2016). https://moodle.org.
NMC Horizon Report. (2015). Higher Education Edition. Recuperado de http://www.nmc.org/publication/nmc-horizon-report-2015-higher-education-edition/
R Core Team. (2015). R: A language and environment for statistical computing. Recuperado de https://cran.r-project.org/doc/manuals/r-release/fullrefman.pdf.
Rogmann, J. J. (2013). R- Package ‘orddom’: Ordinal Dominance Statistics. Recuperado de https://cran.r-project.org/web/packages/orddom/orddom.pdf.
Sein-Echaluce Lacleta, M. L., Fidalgo-Blanco, Á., García-Peñalvo, F. J., & Conde-González, M. Á. (2016). iMOOC Platform: Adaptive MOOCs. In P. Zaphiris & I. Ioannou (Eds.), Learning and Collaboration Technologies. Third International Conference, LCT 2016, Held as Part of HCI International 2016, Toronto, ON, Canada, July 17-22, 2016, Proceedings (pp. 380–390). Switzerland: Springer International Publishing. doi:https://doi.org/10.1007/978-3-319-39483-1_35
Signorell, A. (2016). R - Package ‘DescTools’: Tools for descriptive statistics. Recuperado de https://cran.r-project.org/web/packages/DescTools/index.html.
Stone, J. E. (2016). Awarding college credit for MOOCs: The role of the American Council on Education. Education policy analysis archives. 24, 38. doi: http://dx.doi.org/10.14507/epaa.24.1765
Teixeira, A., García-Cabot, A., García-López, E., Mota, J. & De-Marcos, L. (2015). A new competence-based approach for personalizing moocs in a mobile collaborative and networked environment. RIED. Revista Iberoamericana de Educación a Distancia. 19(1), 143–160. doi:https://doi.org/10.5944/ried.19.1.14578
Sein-echaluce Lacleta, M. L., Lerís López, D., Hernández, M., & Fidalgo-Blanco, Ángel. (2016). Heterogeneous Users in MOOC and their Adaptive Learning Needs. Education in The Knowledge Society, 17(4), 91–109. https://doi.org/10.14201/eks201617491109
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