Track 12. Educational innovation Authors: Dolores Leris, Miguel Hernández, María Luisa Sein-Echaluce and Ángel Fidalgo https://youtu.be/IlfaYHXK8AQ

1. TEEM’16
RELATION BETWEEN ADAPTIVE LEARNING
ACTIONS AND PROFILES OF MOOCs USERS
Dolores Leris
University of Zaragoza
dleris@unizar.es
María Luisa Sein-Echaluce
University of Zaragoza
mlsein@unizar.es
Miguel Hernández
Catholic University of Valencia
miguel.hernandez@ucv.es
Ángel Fidalgo-Blanco
Technical University of Madrid
angel.fidalgo@upm.es

2. Ponencia: MOOC
Profesor: Ángel Fidalgo
MOOC
DROPOUT RATE
OVERCROWDING HETEROGENEITY
PERSONALIZED LEARNING
OBJECTIVES
PROFILES
COUNTRIES
AGE
TIME AVAILABILITY
TEEM’16

3. TRADITIONAL ON-LINE
COURSES
MOOC
SIMILAR
TECHNOLOGY
LCMS/XMOOC
LCMS
NO FORMAL
HETEROGENEITY
FORMAL
HOMOGENEITY
x i-MOOC
TEEM’16

4. Item 1. I prefer that it was proposed to me different activities depending on
my choice or my assessment results.
Item 2. I prefer that I can access the content/activities following my working
pace, not a default calendar to access the contents.
Item 3. I prefer that I can choose between different levels of difficulty in the
content/activities to different learning objectives
Item 4. I prefer that it was created interest groups (same area, same level of
experience and so on) associated to discuss in specific forums.
Item 5. I prefer that I can choose between different methods of evaluation
(self-evaluation, peer review, etc.)
Item 6. I prefer that peer review is also organized by interest groups (same
area, same level of experience and so on) stakeholders / same area / same
level of experience
ITEMS construct baMOOC
CooperationSelf-regulation
Survey to MOOC
participants
TEEM’16

5. 1. Demographic factors. Among the demographic factors that we will
consider are gender, age, geographic location and education level.
2. Previous experience in the topic of the MOOC. It is assessed whether
the fact of having knowledge of the content that is based on MOOC can
produce that change the valuation assigned to the adaptivity.
3. Motivation to enroll in the MOOC. A statistical study will be performed
to check whether the reasons adduced to enlist in the MOOC, may be
related to the perception of the assessment that the participant has about
adaptivity.
Construct baMOOC sub-factors
TEEM’16

6. RESEARCH QUESTION
RQ1. Do demographic factors, such as gender, age, geographic location
and education level, influence on the value that participants in a
MOOC give to adaptivity actions?
RQ2. Does prior experience or knowledge in the topic of the MOOC
influence the value that participants in the MOOC give to adaptivity
actions?
RQ3. Does motivation for enrolling in a MOOC influence on the
perception of the value that participants in a MOOC give to adaptivity
actions?
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7. The sample consists of 475 participants, those who accessed to the EIMC between
November 2015 and February 2016.
Gender and Age: No significant differences
RQ1
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8. América Europa
101520
Continente
SUMAfuturos
421
America Europa
21
20
EducationLevel = TE Graduate
baMOOC
percent
10 15 20
051020
EducationLevel = TE Master/PhD
baMOOC
percent
10 15 20
051020
Histogram of baMOOC by Tertiary Education Level
+ -
PREFERENCE
FOR THE
ADAPTATIVITY
EVALUATION
ITEM 4
+
-
RQ1
RQ1
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9. Grouping in people who marked an option and who did not
marked it: participants with research motivation (E) prefer the
adaptivity design of a MOOC in a significant way.
RQ3
RQ2
+ Managers
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10. CONCLUSIONS
• This is a preliminary study of the students’ perception of the
importance of MOOCs with adaptive design.
• Average profiles: middle age, university graduate
• The residents in Latin America indicate a significant greater preference
for the adaptivity of a MOOC than those of Europa
• The organization of debates in forums, according to the area of
interest/academic background/level of experience, is more valuable
for master/PhD graduates group than for university graduates.
• Only participants interested in research in the subject of the aMOOC
prefer an adaptive design of the course.
• Managers of groups, instiitutions, etc, choose more adaptitivy.
• The ability to organize one's own learning in a MOOC is related to clear
objectives.
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11. Thank you
for
your attention!
TEEM’16