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

2017 Twelfth Latin American Conference on Learning Technologies (LACLO) Pub Date : 2017-10-01 DOI:10.1109/LACLO.2017.8120934

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

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引用次数: 6

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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用mooc颠覆课堂。一项探索自主学习者之间差异的初步研究

利用技术支持的翻转课堂(FC)模式优化了课堂时间，满足了学生的学习需求，适应了学生的工作节奏。然而，学习者在学习过程中以不同的速度学习，并使用外部资源，这就要求学习者具有自我调节的能力。在本文中，提出了一项试点研究，并调查了当MOOC被用作FC方法的一部分时，具有不同自我调节概况的学生如何在MOOC中导航。为了达到研究目标，通过使用过程挖掘技术，对日志文件进行了调查，记录了用于支持FC的开放式edX MOOC中N= 149名学习者的课程行为。研究结果表明，接触FC的学习者比他们的同龄人取得了更好的成绩。此外，具有不同SRL配置文件的学习器遵循不同的导航路径。这项研究为其他研究人员探索学习者在使用FC的MOOC中的表现提供了可能性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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2017 Twelfth Latin American Conference on Learning Technologies (LACLO)

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