Self-Regulated Learning and Active Feedback of MOOC Learners Supported by the Intervention Strategy of a Learning Analytics System
MOOCs offer great learning opportunities, but they also present several challenges for learners that hinder them from successfully completing MOOCs. To address these challenges, edX-LIMS (System for Learning Intervention and its Monitoring for edX MOOCs) was developed. It is a learning analytics sys...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-08-01
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| Series: | Electronics |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2079-9292/12/15/3368 |
| _version_ | 1797586874586365952 |
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| author | Ruth Cobos |
| author_facet | Ruth Cobos |
| author_sort | Ruth Cobos |
| collection | DOAJ |
| description | MOOCs offer great learning opportunities, but they also present several challenges for learners that hinder them from successfully completing MOOCs. To address these challenges, edX-LIMS (System for Learning Intervention and its Monitoring for edX MOOCs) was developed. It is a learning analytics system that supports an intervention strategy (based on learners’ interactions with the MOOC) to provide feedback to learners through web-based Learner Dashboards. Additionally, edX-LIMS provides a web-based Instructor Dashboard for instructors to monitor their learners. In this article, an enhanced version of the aforementioned system called edX-LIMS+ is presented. This upgrade introduces new services that enhance both the learners’ and instructors’ dashboards with a particular focus on self-regulated learning. Moreover, the system detects learners’ problems to guide them and assist instructors in better monitoring learners and providing necessary support. The results obtained from the use of this new version (through learners’ interactions and opinions about their dashboards) demonstrate that the feedback provided has been significantly improved, offering more valuable information to learners and enhancing their perception of both the dashboard and the intervention strategy supported by the system. Additionally, the majority of learners agreed with their detected problems, thereby enabling instructors to enhance interventions and support learners’ learning processes. |
| first_indexed | 2024-03-11T00:28:21Z |
| format | Article |
| id | doaj.art-5c22d9bcb52242c191e3d47485e491eb |
| institution | Directory Open Access Journal |
| issn | 2079-9292 |
| language | English |
| last_indexed | 2024-03-11T00:28:21Z |
| publishDate | 2023-08-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Electronics |
| spelling | doaj.art-5c22d9bcb52242c191e3d47485e491eb2023-11-18T22:50:03ZengMDPI AGElectronics2079-92922023-08-011215336810.3390/electronics12153368Self-Regulated Learning and Active Feedback of MOOC Learners Supported by the Intervention Strategy of a Learning Analytics SystemRuth Cobos0Department of Computer Science Engineering, Universidad Autónoma de Madrid (UAM), 28049 Madrid, SpainMOOCs offer great learning opportunities, but they also present several challenges for learners that hinder them from successfully completing MOOCs. To address these challenges, edX-LIMS (System for Learning Intervention and its Monitoring for edX MOOCs) was developed. It is a learning analytics system that supports an intervention strategy (based on learners’ interactions with the MOOC) to provide feedback to learners through web-based Learner Dashboards. Additionally, edX-LIMS provides a web-based Instructor Dashboard for instructors to monitor their learners. In this article, an enhanced version of the aforementioned system called edX-LIMS+ is presented. This upgrade introduces new services that enhance both the learners’ and instructors’ dashboards with a particular focus on self-regulated learning. Moreover, the system detects learners’ problems to guide them and assist instructors in better monitoring learners and providing necessary support. The results obtained from the use of this new version (through learners’ interactions and opinions about their dashboards) demonstrate that the feedback provided has been significantly improved, offering more valuable information to learners and enhancing their perception of both the dashboard and the intervention strategy supported by the system. Additionally, the majority of learners agreed with their detected problems, thereby enabling instructors to enhance interventions and support learners’ learning processes.https://www.mdpi.com/2079-9292/12/15/3368dashboarddata-driven interventioneducatione-learning toolslearning analyticsMOOCs |
| spellingShingle | Ruth Cobos Self-Regulated Learning and Active Feedback of MOOC Learners Supported by the Intervention Strategy of a Learning Analytics System Electronics dashboard data-driven intervention education e-learning tools learning analytics MOOCs |
| title | Self-Regulated Learning and Active Feedback of MOOC Learners Supported by the Intervention Strategy of a Learning Analytics System |
| title_full | Self-Regulated Learning and Active Feedback of MOOC Learners Supported by the Intervention Strategy of a Learning Analytics System |
| title_fullStr | Self-Regulated Learning and Active Feedback of MOOC Learners Supported by the Intervention Strategy of a Learning Analytics System |
| title_full_unstemmed | Self-Regulated Learning and Active Feedback of MOOC Learners Supported by the Intervention Strategy of a Learning Analytics System |
| title_short | Self-Regulated Learning and Active Feedback of MOOC Learners Supported by the Intervention Strategy of a Learning Analytics System |
| title_sort | self regulated learning and active feedback of mooc learners supported by the intervention strategy of a learning analytics system |
| topic | dashboard data-driven intervention education e-learning tools learning analytics MOOCs |
| url | https://www.mdpi.com/2079-9292/12/15/3368 |
| work_keys_str_mv | AT ruthcobos selfregulatedlearningandactivefeedbackofmooclearnerssupportedbytheinterventionstrategyofalearninganalyticssystem |