Jorge J. Maldonado, Rene Palta, Jorge Vazquez, Jorge L. Bermeo, M. Pérez-Sanagustín, J. Munoz-Gama
{"title":"基于自我调节学习和学习风格探索学习者在mooc中导航方式的差异:过程挖掘方法","authors":"Jorge J. Maldonado, Rene Palta, Jorge Vazquez, Jorge L. Bermeo, M. Pérez-Sanagustín, J. Munoz-Gama","doi":"10.1109/CLEI.2016.7833356","DOIUrl":null,"url":null,"abstract":"Study in a Massive Open and Online Courses (MOOCs) is challenging, since participants take the course without the support of a teacher. Taking a MOOC require the students to have the ability to self-regulate their learning. However, every person has its own learning style and the way each one interacts and self-regulate in a MOOC varies. In this work we present an exploratory study from a process-oriented perspective to study whether students with different learning styles and SRL profiles show differences in navigating through a MOOC. Specifically, we investigate using Process Mining Techniques to analyze log files recording the course behavior of 99 learners across an Open edX MOOC combined with data from self-reported surveys. Our findings show that learners with different SRL profiles follow similar navigation paths, but there are differences when differentiating students by their learning styles.","PeriodicalId":235402,"journal":{"name":"2016 XLII Latin American Computing Conference (CLEI)","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"21","resultStr":"{\"title\":\"Exploring differences in how learners navigate in MOOCs based on self-regulated learning and learning styles: A process mining approach\",\"authors\":\"Jorge J. Maldonado, Rene Palta, Jorge Vazquez, Jorge L. Bermeo, M. Pérez-Sanagustín, J. Munoz-Gama\",\"doi\":\"10.1109/CLEI.2016.7833356\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Study in a Massive Open and Online Courses (MOOCs) is challenging, since participants take the course without the support of a teacher. Taking a MOOC require the students to have the ability to self-regulate their learning. However, every person has its own learning style and the way each one interacts and self-regulate in a MOOC varies. In this work we present an exploratory study from a process-oriented perspective to study whether students with different learning styles and SRL profiles show differences in navigating through a MOOC. Specifically, we investigate using Process Mining Techniques to analyze log files recording the course behavior of 99 learners across an Open edX MOOC combined with data from self-reported surveys. Our findings show that learners with different SRL profiles follow similar navigation paths, but there are differences when differentiating students by their learning styles.\",\"PeriodicalId\":235402,\"journal\":{\"name\":\"2016 XLII Latin American Computing Conference (CLEI)\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2016-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"21\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"2016 XLII Latin American Computing Conference (CLEI)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1109/CLEI.2016.7833356\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"2016 XLII Latin American Computing Conference (CLEI)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/CLEI.2016.7833356","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Exploring differences in how learners navigate in MOOCs based on self-regulated learning and learning styles: A process mining approach
Study in a Massive Open and Online Courses (MOOCs) is challenging, since participants take the course without the support of a teacher. Taking a MOOC require the students to have the ability to self-regulate their learning. However, every person has its own learning style and the way each one interacts and self-regulate in a MOOC varies. In this work we present an exploratory study from a process-oriented perspective to study whether students with different learning styles and SRL profiles show differences in navigating through a MOOC. Specifically, we investigate using Process Mining Techniques to analyze log files recording the course behavior of 99 learners across an Open edX MOOC combined with data from self-reported surveys. Our findings show that learners with different SRL profiles follow similar navigation paths, but there are differences when differentiating students by their learning styles.