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 intera...
| Authors: | , , , , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2016 |
| Country: | Ecuador |
| Institution: | Universidad de Cuenca |
| Repository: | Repositorio Universidad de Cuenca |
| OAI Identifier: | oai:dspace.ucuenca.edu.ec:123456789/28997 |
| Online Access: | https://www.scopus.com/inward/record.uri?eid=2-s2.0-85013956042&doi=10.1109%2fCLEI.2016.7833356&partnerID=40&md5=0438e1bae41f04c09be9deb3670cf92d http://dspace.ucuenca.edu.ec/handle/123456789/28997 |
| Access Level: | Open access |
| Keyword: | Learning Styles Moocs Process Mining Self Regulation |
| Summary: | 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. |
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