Mar Pérez-Sanagustín

Université Toulouse III - Paul Sabatier | UPS Toulouse · Institute de Recherche en Informatique de Toulouse (IRIT)

The quality of the data and the amount of correct information available is key to informed decision-making. Higher education institutions (HEIs) often employ various decision support systems (DSSs) to make better choices. However, there is a lack of systems to assist with decision-making to promote innovation in teaching and learning. In this study...

Researchers in learning analytics have created indicators with learners’ trace data as a proxy for studying learner behaviour in a college course. Student Approaches to Learning (SAL) is one of the theories used to explain these behaviours, distinguishing between deep, surface, and organized study. In Latin America, researchers have demonstrated th...

La pandemia de la COVID-19 puso de manifiesto la necesidad de formar adecuadamente al profesorado universitario en relación con las competencias digitales y la utilización de tecnología para apoyar los procesos educativos, incluyendo la generación de contenidos, la impartición de la docencia o la evaluación del estudiante, entre otros. Esta formaci...

Many studies have explored using different indicators to support students’ self-monitoring. This has motivated the development of student-facing analytics, such as dashboards and chatbots. However, there is a limited understanding of how learners interpret these indicators and act on that information. This study evaluates different indicators from...

Several studies have indicated that stakeholder engagement could ensure the successful adoption of learning analytics (LA). Considering that researchers and tech developers may not be aware of how LA tools can derive meaningful and actionable information for everyday use, these studies suggest that participatory approaches based on human‐centred de...

The COVID-19 pandemic is having an undeniable impact on all aspects of society [...]

The study of learners’ behaviour in Massive Open Online Courses (MOOCs) is a topic of great interest for the Learning Analytics (LA) research community. In the past years, there has been a special focus on the analysis of students’ learning strategies, as these have been associated with successful academic achievement. Different methods and techniq...

In the past years, Blended Learning (BL) has gained traction as a methodology in Higher Education Institutions. Despite the positive effects of BL, several studies have shown that students require high levels of self-regulation to succeed in these types of practices. Still, there is little understanding of how students organize their learning in BL...

Learning Analytics (LA) aims to understand and optimize the learning process in the environments in which they occur. It also offers opportunities for teachers to understand students’ behavior and promote the use of effective strategies that allow them to achieve their goals. Most of current solutions proposed in the literature for supporting stude...

After the COVID-19 pandemic, universities moved towards online and Blended Learning (BL) modes to offer greater curricular flexibility. Yet, recent research shows that students have difficulties regulating their learning strategies to adapt to the different learning modes that BL entails, which mixes face-to-face with online activities taking place...

Self-regulated learning (SRL) is a crucial higher-order skill required by learners of the 21st century, who will need to become lifelong learners to adapt to the continually changing environments. Literature provides examples of tools for scaffolding SRL in online environments. In this article, we provide the state-of-the-art concerning tools that...

Capacity building for Learning Analytics (LA) in Higher Education Institutions requires the coordination of organizational aspects and infrastructure development. This also depends on the organizational maturity of the institution and its leadership regarding LA adoption. LA capacity building can follow two approaches: (1) top-down, led by institut...

Learning analytics is a key knowledge area for the improvement of education that proposes the use of educational data to improve decision making. In the last years, the Iberoamerican region has made a lot of efforts to introduce learning analytics and take advantage of its advantages. In this Special Issue, a set of proposals of learning analytics...

Curriculum Analytics (CA) emerged as a sub-field of Learning Analytics, aiming to use large amounts of educational data to drive curriculum decision-making and program improvement. However, it is still an open question how the use of CA tools impacts student learning and program quality. To advance this field, this paper describes the lessons learn...

The lack of information and communication technology skills among teachers is highlighted as being one of the main barriers to increasing the use of technology in teaching and learning. This study shows how technology used in a flipped classroom can improve learning among pre-service teachers, as well as boosting perceptions of their own technology...

Curriculum analytics tools have been developed to identify courses where the improvement of learning results is crucial for program quality, but little is known about how these tools support institutional processes for continuous improvement in different university settings. Researchers have already pointed out the need for more studies to explore...

Massive Open Online Courses (MOOCs) remarkably attracted global media attention, but the spotlight has been concentrated on a handful of English-language providers. While Coursera, edX, Udacity, and FutureLearn received most of the attention and scrutiny, an entirely new ecosystem of local MOOC providers was growing in parallel. This ecosystem is h...

PROF-XXI is a European-funded project whose aim is the creation of Teaching and Learning Centers (TLCs) for Latin American Higher Institutions in an effort to promote the development of competences for university professors and foster teaching innovation in onsite, but also in online and hybrid education. PROF-XXI includes a partnership of seven hi...

Due to the transition to online education, higher education students require more support to self-regulate their learning and their time management. This paper presents a work-in-progress conducted to design and implement web-based weekly timesheets to collect students’ self-reports of time-on-task regarding different course activities. During the...

Entrepreneurial learning experiences have become one of the key aspects of the state of the art in engineering education. As such, technology-focused entrepreneurship courses have been incorporated to engineering curricula-both in developed and developing countries. Following this trend, the Engineering School at Pontificia Universidad Católica de...

Over the past years, higher education institutions have been exploring different mechanisms to adapt their learning and teaching practices to increase students’ engagement. One of the proposals has been to reuse Massive Online Open Courses (MOOCs) as Small Online Private Courses (SPOCs), or as complementary resources in traditional courses through...

In order to develop an entrepreneurial mindset in future engineers, entrepreneurial training has become a key aspect of engineering education. Following this trend, a large and prestigious engineering school in Chile designed and implemented a third-year compulsory course on technology-focused entrepreneurship. To understand how course teaching and...

Massive Online Open Courses (MOOCs) have become popular in various regions of the world through the years. Since 2008, this phenomenon has received plenty of attention from higher education and universities across countries began to produce these courses. The countries of Europe and the United States are the world's leading producers of MOOCs and r...

Generalizability of the value of methods based on learning analytics remains one of the big challenges in the field of learning analytics. One approach to testing generalizability of a method is to apply it consistently in different learning contexts. This study extends a previously published work by examining the generalizability of a learning ana...

Learning Analytics (LA) dashboards aggregate indicators about student performance and demographics to support academic advising. The majority of existing dashboards are targeted at advisors and professors, but not much attention has been put into students’ need for information for their own academic decision-making. In this study, we identify relev...

Higher education institutions are increasingly considering the use of a form of blended learning, commonly named as flipped classroom (FC), in which students watch video lectures drawn from a massive online open course (MOOC) before a face‐to‐face lecture. This methodology is attractive, as it allows institutions to reuse high‐quality material deve...

Learning analytics (LA) can provide useful information for addressing the educational needs in Latin American universities, such as reducing program quality disparities and student dropout rates. Some researchers have suggested to build capacity in this region for institutional adoption of LA tools. Yet, there is still a long way to move from exper...

The flipped classroom gives students the flexibility to organize their learning, while teachers can monitor their progress analyzing their online activity. In massive courses where there are a variety of activities, automated analysis techniques are required in order to process the large volume of information that is generated, to help teachers tak...

Recent research shows that learners who are able to self-regulate their learning show greater levels of engagement with Massive Open Online Course (MOOC) content. To improve support for learners in their self-regulatory processes, researchers have proposed technological solutions to transform recorded MOOC data into actionable knowledge. However, s...

Over the past two decades, external influences over continuous curriculum improvement have increased, so universities have implemented centralized approaches to respond to external accountability demands, such as national and international accreditations. These approaches have diminished teaching staff engagement with continuous curriculum improvem...

Mobile and Ubiquitous Learning (m/u‐learning) are finding an increasing adoption in education. They are often distinguished by hybrid learning environments that encompass elements of formal and informal learning, in activities that happen in distributed settings (indoors and outdoors), across physical and virtual spaces. Despite their purported ben...

Many Latin‐American institutions recognise the potential of learning analytics (LA). However, the number of actual LA implementations at scale remains limited, notwithstanding considerable effort made to formulate guidelines and frameworks to support the LA policy development. Guidance on how to coordinate the interaction between the LA policymakin...

In Latin American universities, Learning Analytics (LA) has been perceived as a promising opportunity to leverage data to meet the needs of a diverse student cohort. Although universities have been collecting educational data for years, the adoption of LA in this region is still limited due to the lack of expertise and policies for processing and u...

Learning Analytics (LA) is perceived to be a promising strategy to tackle persisting educational challenges in Latin America, such as quality disparities and high dropout rates. However, Latin American universities have fallen behind in LA adoption compared to institutions in other regions. To understand stakeholders' needs for LA services, this st...

Curriculum analytics (CA) emerged as a sub-field of learning analytics, aiming to use evidence to drive curriculum decision-making and program improvement. However, its overall impact on program outcomes remains unknown. In this context, this paper presents work-in-progress of a large research project to understand how CA could support continuous i...

Massive Open Online Courses (MOOCs) have become a source of digital content anytime and anywhere. MOOCs offer quality content to millions of learners around the world, providing new opportunities for learning. However, only a fraction of those who initiate a MOOC complete it, leaving thousands of committed students without achieving their goals. Re...

MOOCs (Massive Open Online Courses) have usually high dropout rates. Many articles have proposed predictive models in order to early detect learners at risk to alleviate this issue. Nevertheless, existing models do not consider complex high-level variables, such as self-regulated learning (SRL) strategies, which can have an important effect on lear...

Curriculum analytics (CA) consists of using analytical tools to collect and analyse educational data, such as program structure and course grading, to improve curriculum development and program quality. This paper presents an instrumental case study to illustrate the usage of a CA tool to help teaching staff collect evidence of competency attainmen...

Research in learning analytics proposed different computational techniques to detect learning tactics and strategies adopted by learners in digital environments through the analysis of students’ trace data. While many promising insights have been produced, there has been much less understanding about how and to what extent different data analytic a...

Most of literature on massive open online courses (MOOCs) have focused on describing and predicting learner’s behavior with course trace data. However, little is known on the external resources beyond the MOOC they use to shape their learning experience, and how these interactions relate with their success in the course. This paper presents the res...

Programming became one of the most demanded professional skills. This reality is driving practitioners to search out better approaches for figuring out how to code and how to support learning programming processes. Prior works have focused on discovering, identifying, and characterizing learning programming patterns that better relate to success. R...

Research in learning analytics proposed different computational techniques to detect learning tactics and strategies adopted by learners in digital environments through the analysis of students’ trace data. While many promising insights have been produced, there has been much less understanding about how and to what extent different data analytic a...

Most of literature on massive open online courses (MOOCs) have focused on describing and predicting learner’s behavior with course trace data. However, little is known on the external resources beyond the MOOC they use to shape their learning experience, and how these interactions relate with their success in the course. This paper presents the res...

Entrepreneurial learning has gained ground in engineering education. Several studies have described a wide variety of entrepreneurship courses offered to engineering students. However, most of them have no theoretical approach to understand the learning process within these type of courses. Thus, education theories are needed to create shared meani...

External influences to schools of engineering have resulted in important curriculum changes. Over the two decades, the influence of the Accreditation Board of Engineering and Technology (ABET) has driven the introduction of new and revised teaching and assessment methods to develop student outcomes stipulated by its criteria. In addition, the influ...

This work presents qualitative partial results from a mixed methods study that aims at identifying metric-based models for evaluating the success of different type of blended learning experiences. By coding qualitative information obtained from interviewing 15 key informants in MIT-USA, PUC-Chile, and UC3M-Spain, we identified online and face-to-fa...

In recent years, Learning Analytics (LA) has captured the attention of higher education managers who saw in this research field a means to optimize the process of teaching and learning on a large scale. So far, most studies in LA have concentrated on the development of tools to address educational challenges in the contexts of Europe, Australia, an...

Learners in massive open online courses (MOOCs) are required to be autonomous during their learning process, and thus they need to self-regulate their learning to achieve their goals. According to existing literature, self-regulated learning (SRL) research in MOOCs is still scarce. More studies which build on past works regarding SRL in MOOCs are r...

The general objective of this deliverable is to provide guidelines for higher education institutions in Latin America in the design, implementation and adoption of learning analytics tools. In addition, it promotes the membership of institutions in a regional LA community to exchange good practices regarding the use of data and tools.

The massive and open nature of MOOCs contribute to attracting a great diversity of learners. However, the learners who enroll in these types of courses have trouble achieving their course objectives. One reason for this is that they do not adequately self-regulate their learning. In this context, there are few tools to support these strategies in o...

In the original version of this paper, the affiliation of the third editor was not correct. This has now been rectified.

Self-regulated learning (SRL) skills are especially important in Massive Open Online Courses (MOOCs), where teacher guidance is scarce, and learners must engage in their learning process trying to succeed and achieve their learning goals. However, developing SRL strategies is difficult for learners given the autonomy that is required in this kind o...

In the past years, predictive models in Massive Open Online Courses (MOOCs) have focused on forecasting learners’ success through their grades. The prediction of these grades is useful to identify problems that might lead to dropouts. However, most models in prior work predict categorical and continuous variables using low-level data. This paper co...

Assessments in traditional university courses continue to be an accepted tool for validating the knowledge acquired in the different subjects. It is in this context that students use a variety of practices to prepare assessments and exams appropriately. On the other hand, in recent years, higher education institutions have been using the Massive Op...

The flipped classroom has shown a positive effect on academic performance and student satisfaction. However, there are relatively few studies that help us understand when or why this method has a positive effect on students, so as to aid the design of a flipped class. In this study, an instrument for assessing the student learning experience in fli...

Learning Analytics has been widely developed in European countries. Latin America is also starting to measure and optimize teaching and learning processes through Learning Analytics. However, the existing attempts in this direction are very isolated. Further efforts are needed in order to promote greater sharing of best practices between regions. A...

The effectiveness of remedial mathematics courses in post-secondary education has been a controversial topic for years. Higher Education institutions need their students to have basic understandings of the subjects to be imparted in the first semesters, but since they come with different backgrounds and prior knowledge, this is not always possible...

This book constitutes the proceedings of the 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, held in Leeds, UK, in September 2018. The 42 full and short papers, 7 demo papers, and 23 poster papers presented in this volume were carefully reviewed and selected from 142 submissions. This year, the European Conference on Technol...

Big data in education offers unprecedented opportunities to support learners and advance research in the learning sciences. Analysis of observed behaviour using computational methods can uncover patterns that reflect theoretically established processes, such as those involved in self-regulated learning (SRL). This research addresses the question of...

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...

The lack of self-regulation is one of the main reasons why students find it difficult to complete a MOOC. However, MOOC platforms do not provide sufficient mechanisms to support self-regulation strategies. This study presents NoteMyProgress, a tool designed to support self-regulation in MOOCs. We pre- sent the beta version of the tool as "proof of...

NoteMyProgress is a web tool for supporting learners’ self-regulation strategies in MOOC environments. NoteMyProgress lets learner take notes, define objectives and goals for their learning, strategically plan their learning activities, and track how they spend their time in the course. This demonstration presents the first prototype of NoteMyProgr...

This book constitutes the proceedings of the 12th European Conference on Technology Enhanced Learning, EC-TEL 2017, held in Tallinn, Estonia, in September 2017. The 24 full papers, 23 short papers, 6 demo papers, and 22 poster papers presented in this volume were carefully reviewed and selected from 141 submissions. The theme for the 12th EC-TEL...

p>Aunque los MOOC nacieron para potenciar la enseñanza superior, en los últimos años se han abierto camino en otros niveles educativos. Hoy en día, hay varias experiencias con MOOC en la enseñanza media. Sin embargo, las iniciativas en secundaria aún son incipientes y queda mucho por explorar y aprender en este campo. Este artículo presenta una rev...

Los Cursos Masivos Abiertos en Línea (MOOCs) se han popularizado en los últimos años en varias regiones del mundo. Desde el 2008, este fenómeno se puso de moda en el ambiente de la educación superior y las universidades iniciaron su producción en los diversos países. Los países de Europa y Estados Unidos son los principales productores de MOOCs a n...

Los Cursos Abiertos Masivos y en Línea (MOOCs) son materiales educativos que han posibilitado la configuración de nuevos escenarios educativos, tanto presenciales como virtuales. Sin embargo, son pocas las aproximaciones que existen actualmente en la literatura para evaluar la calidad de este tipo de materiales educativos. En este trabajo, a partir...

In recent years, institutions of higher education have been using Massive Open Online Courses (MOOCs) as an alternative to enhance and innovate traditional classroom practices. One of the approaches to this type of innovation consists of using the platforms where MOOCs are hosted for the development of courses that are aligned to their on-campus cu...

MOOCs are Massive Open Online Courses whose strategies have been used by higher education institutions for some years under the SPOC (Small Private Online Courses). However, MOOC technologies present some problems to support the personal relationships between tutor and students needed in a more traditional scenario. As a consequence, some types of...