Relation between adaptive learning actions and profiles of MOOCs users.

Cita: Lerís, D., Sein-Echaluce, M. L., Hernández, M., & Fidalgo-Blanco, Á. (2016, November). Relation between adaptive learning actions and profiles of MOOCs users. In Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 857-863).

Title

Relation between adaptive learning actions and profiles of MOOCs users

Abstract

The overcrowding and the heterogeneity of participants’ profiles in a Massive Open Online Course (MOOC) are some of the main causes for a high dropout rate. International reports and research works points out the personalized learning as an important way to improve learning in any educational context.

The information and communication technologies help to address adaptive technics in education through online courses. The specific characteristics of MOOCs point to the need to implement adaptive methodologies in MOOCs to increase the completion rates.

This work presents a statistical analysis to find out in what aspects the condition of adaptivity, defined by the construct, is a preference of MOOC users, depending on three factors of the users profile.

These factors are: profiles (gender, age, geographical location and academic level), their previous experience or knowledge on the topic of the MOOC and their motivation to start the MOOC.

Authors

Ángel Fidalgo-Blanco (angel.fidalgo@upm.es) Universidad Politécnica de Madrid, España

María Luisa Sein-Echaluce (mlsein@unizar.es) Universidad de Zaragoza, España

María Dolores Leris-López (dleris@unizar.es) Universidad de Zaragoza, España

Miguel Hernández (mhernandez@ucv.es) Catholic University of Valencia «San Vicente Martir», España

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