Architectural approach for automatic follow up of learning activities in massive open online courses
DOI:
https://doi.org/10.18046/syt.v14i37.2242Keywords:
Monitoring, MOOC, follow up, e-Learning.Abstract
Currently it has been generated great interest in the massive open online courses, because they are consider as an “educational revolution”, since they are presented as a solution to the growing demand for higher education both in Colombia and in the world. Their main objective is to achieve a high volume of participants, allowing a global reach and a more participative learning. However, as advantages arise due to their massiveness, a number of problems or challenges are also generated. One of the main difficulties that characterize this type of courses is the lack of a suitable relationship between tutor and students, since it is impossible that tutors have a personal relationship with each of the thousands of participants. Therefore certain types of activities such as assessment and monitoring get more difficult impacting the quality of learning. In this article, it is proposed an architectural approach for tracking learning activities, which is intended to improve tutor-student relationship in an environment of massiveness to maximize the quality of learning in massive open online courses.References
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Buitrago, S. (2013). Educación virtual, pedagogía y didáctica. Ingenium, 7(18), 53-61.
Chen, X., Barnett, D., & Stephens, C. (2013). Fad or future: The
advantages and challenges of massive open online courses (MOOCs), In: B. Chang (Ed.), 2015 Proceedings of the R2P Conference in Adult and Higher Education, Oklahoma City, OK (pp. 20-21).
Claros, I., Cobos, R., Echeverría, L., & Garmendía, A. (2014). Towards a collaborative pedagogical model in MOOCs. In 2014 IEEE Global Engineering Education Conference (EDUCON). (pp. 905-911). IEEE.
Course builder [Google | Open Online Education]. (n.d). Retrieved from: https://www.google.com/edu/openonline/index.html
Daomin, X. (2013). Multi-agent based e-learning intelligent tutoring system for supporting adaptive learning. In: Intelligent Systems Design and Engineering Applications, 2013 Fourth International Conference on. (pp. 393-397). IEEE
DeBoer, J., & Breslow, L. (2014). Tracking progress: predictors of students’ weekly achievement during a circuits and electronics MOOC, In: Proceedings of the first ACM conference on Learning @ scale conference. (pp. 169-170). ACM.
Epstein, D., Acosta, O., da Costa, I., & Reategui, E. (2013). Inquiry-based learning environment using intelligent tutoring system. In: 2013 IEEE Frontiers in Education Conference (FIE). (pp. 1072-1074). IEEE.
Gea, M., Montes, R., Rojas, B., & Bergaz, R. (2014). Massive courses by creating active learning communities. VAEP-RITA, 2(1), 3-10.
Gulati, N. (2013). Framework for cognitive agent based expert system for metacognitive and collaborative E-Learning. In: MOOC Innovation and Technology in Education (MITE), 2013 IEEE International Conference. (pp. 421-426). IEEE.
.LRN. (n.d.). Retrieved from: http://dotlrn.org/
Liyanagunawardena, T., Williams, S., & Adams, A. (2013). The impact and reach of MOOCs: A developing countries’ perspective. eLearning Papers (33), 1-8. Available at: http://centaur.reading.ac.uk/32452/1/In-depth_33_1.pdf
Ministerio de Educación Nacional [MEN]. (2012). Orientaciones para el diseño, producción e implementación de cursos virtuales. Bogotá, Colombia: MEN.
Moodle.(n.d.). Retrieved from: https://moodle.org/
Morales, M., Hernández, R., & Gutl, C. (2014). Telescope, a MOOCs initiative in latin America: Infrastructure, best practices, completion and dropout analysis. In: 2014 IEEE Frontiers in Education Conference (FIE) Proceedings. (pp. 1-7). IEEE
OpenEdx. (2015.). Retrieved from: http://code.edx.org/
OpenMOOC (n.d.). Retrieved from: http://openmooc.org/
Rico, D. (2013). Propuesta de un modelo de evaluación de los procesos de enseñanza-aprendizaje en entornos e-learning. Ingenium, 7(16), 25-38.
Roig, R., Mengual, S., & Suárez, C. (2014). Assessment the pedagogical quality of the MOOC. Profesorado, 18 (1), 27-41.
Sampieri, M. (2008). Monitorización del progreso en el aprendizaje [tesis doctoral]. Universidad Politécnica de Cataluña: Barcelona, España.
Teaching with Moodle: An introduction (n.d). Retrieved from: https://learn.moodle.net/
Tovar, E., Dimovska, A., Piedra, N., & Chicaiza, J. (2013). OCW-S: Enablers for building sustainable open education evolving OCW and MOOC. In: Global Engineering Education Conference (EDUCON), 2013 IEEE (pp. 1262-1271). IEEE.
United Nations Development Program [UNDP]. (2012). Handbook on monitoring and evaluation of results. New York, NY: UNDP.
Yousef, A., Chatti, M., Schroeder, U., & Wosnitza, M. (2014). What drives a successful MOOC? An empirical examination of criteria to assure design quality of MOOCs, In: 2014 IEEE 14th International Conference on Advanced Learning Technologies (pp. 44-48). IEEE.
Zapata-Ros, M. (2013). El diseño instruccional de los MOOC y el de los nuevos cursos abiertos personalizados. Retrieved from: https://scholar.google.com/scholar_url?url=http://revistas.um.es/red/article/download/238661/181351&hl=es&sa=T&oi=gsb-ggp&ct=res&cd=0&ei=iFpkV5q4C4qSmgGljKiAAg&scisig=AAGBfm3dllFvtvI53P0zgk_F6dJDELvJVA
Zegarra, L. & Alvarado, M. (2010). Sistema de monitoreo, seguimiento y evaluación. La Paz, Bolivia: Ministerio de Desarrollo Rural y Tierras.
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2016-08-05
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