A MOOC-Based Flipped Class: Lessons Learned from the Orchestration Perspective

Rodríguez, María Fernanda; Correa, Josefina Hernández; Pérez‐Sanagustín, Mar; Pertuzé, Julio; Alario-Hoyos, Carlos

doi:10.1007/978-3-319-59044-8_12

Cited by 14 publications

(5 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…MOOC-based learning relies heavily on students' ability to regulate their learning and manage their time (Kizilcec, Pérez-Sanagustín, & Maldonado, 2017;Eriksson, Adawi, & Stöhr, 2017). Several researchers and practitioners have adopted MOOCs as a way of transforming traditional classroom-based courses into BL mode (Rodríguez, Correa, Pérez-Sanagustín, Pertuze, & Alario-Hoyos, 2017;Pérez-Sanagustín, Hilliger, Alario-Hoyos, Kloos, & Rayyan, 2017).…”

Section: Learning Strategies and Learning Modalitiesmentioning

confidence: 99%

Analytics of Learning Strategies: Role of Course Design and Delivery Modality

Matcha

Gašević

Uzir

et al. 2020

JLA

Self Cite

View full text Add to dashboard Cite

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 analytics method proposed for detecting learning tactics and strategies from trace data. The method was applied to the datasets collected in three different course designs and delivery modalities, including flipped classroom, blended learning, and massive open online course. The proposed method combines process mining and sequence analysis. The detected learning strategies are explored in terms of their association with academic performance. The results indicate the applicability of the proposed method across different learning contexts. Moreover, the findings contribute to the understanding of the learning tactics and strategies identified in the trace data: learning tactics proved to be responsive to the course design, whereas learning strategies were found to be more sensitive to the delivery modalities than to the course design. These findings, well aligned with self-regulated learning theory, highlight the association of learning contexts with the choice of learning tactics and strategies. Notes for Practice• Explorations of the detected learning tactics and strategies need to consider both sequential and temporal characteristics.• Learning tactics and strategies are context dependent; therefore, specific learning tactics and strategies have to be interpreted in the particular learning context from which the data originate.• Detected learning tactics should reflect the instructional course design.

show abstract

Section: Learning Strategies and Learning Modalitiesmentioning

confidence: 99%

Analytics of Learning Strategies: Role of Course Design and Delivery Modality

Matcha

Gašević

Uzir

et al. 2020

JLA

Self Cite

View full text Add to dashboard Cite

show abstract

“…Neto et al [25] have reported the results of a flipped classroom used for an accounting course at a university. Rodŕguez et al [26] also reported the flipped classroom results used for a lecture on organizational behavior, a compulsory course in the third year of the university. In this case, students were asked to prepare for the flipped classroom by using MOOCs.…”

Section: Related Workmentioning

confidence: 99%

An Evaluation of the Flipped Classroom Approach Toward Programming Education

Iio

2024

Journal of Information Processing

View full text Add to dashboard Cite

In the academic years (AY) 2020 and 2021, due to the COVID-19 pandemic, many lectures in universities had to be conducted online. Our faculty provided programming classes in-person instead of online because the programming exercise plays an essential role in classes. Moreover, face-to-face interactions in programming exercises are significant for instructors as they can intensively supervise students' work. The author created lecture videos for lessons provided as hybrid online courses in the AY 2020. Therefore, it was easy to move from regular classes to flipped classes utilizing such resources. In addition, the migration from in-person to online classes has resulted in the intensive use of a learning management system. It has also helped us introduce several learning analytics methods in practical educational fields. This paper provides an overview of the flipped classes for programming courses for firstgrade university students conducted by the author in the AY 2021. It also discusses the relationship between students' attitudes toward participation and their performance.

show abstract

“…However, they can still have a higher number of participants than any conventional online course and are hosted on MOOC platforms. The introduction of these new online models in universities has also generated an innovation in teaching practices, with mixed, hybrid, and flipped classroom methodologies becoming more and more common (Rodríguez et al, 2017; Wang et al, 2016), with some studies showing better learning outcomes and motivation than traditional face‐to‐face courses (Tseng & Walsh, 2016).…”

Section: Introductionmentioning

confidence: 99%

Evaluating a learning analytics dashboard to detect dishonest behaviours: A case study in small private online courses with academic recognition

Jaramillo‐Morillo

Ruipérez‐Valiente

Astaiza

et al. 2022

Computer Assisted Learning

View full text Add to dashboard Cite

Background: Small private online courses (SPOCs) are one of the strategies to introduce the massive open online courses (MOOCs) within the university environment and to have these courses validates for academic credit. However, numerous researchers have highlighted that academic dishonesty is greatly facilitated by the online context in which SPOCs are offered. And while numerous algorithms have already been proposed, no research has been performed on how to transfer this information to instructors, so that they can intervene and decrease the prevalence of this issue.Objectives: In this article, we present a qualitative evaluation of a tool for detecting and monitoring students suspected of academic dishonesty in SPOCs in Selene, a Colombian instance of Open edX. Methods:The evaluation was carried out through semi-structured interviews with four instructors who taught SPOCs with academic recognition at the University of Cauca.Results: The evaluation results indicated that participants found the dashboard reliable and appropriate to detect academic dishonesty behaviours in order to intervene in these cases.Implications: But interventions are difficult to systematise, need an institutional policy, and there is uncertainty about whether these interventions can actually contribute to decreasing academic dishonesty.

show abstract

A MOOC-Based Flipped Class: Lessons Learned from the Orchestration Perspective

Cited by 14 publications

References 7 publications

Analytics of Learning Strategies: Role of Course Design and Delivery Modality

Analytics of Learning Strategies: Role of Course Design and Delivery Modality

An Evaluation of the Flipped Classroom Approach Toward Programming Education

Evaluating a learning analytics dashboard to detect dishonest behaviours: A case study in small private online courses with academic recognition

Contact Info

Product

Resources

About