6 results on '"Cerezo, Rebeca"'
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2. Process Mining for Self-Regulated Learning Assessment in E-Learning
- Author
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Cerezo, Rebeca, Bogarín, Alejandro, Esteban, María, and Romero, Cristóbal
- Abstract
Content assessment has broadly improved in e-learning scenarios in recent decades. However, the e-Learning process can give rise to a spatial and temporal gap that poses interesting challenges for assessment of not only content, but also students' acquisition of core skills such as self-regulated learning. Our objective was to discover students' self-regulated learning processes during an e-Learning course by using Process Mining Techniques. We applied a new algorithm in the educational domain called "Inductive Miner" over the interaction traces from 101 university students in a course given over one semester on the Moodle 2.0 platform. Data was extracted from the platform's event logs with 21,629 traces in order to discover students' self-regulation models that contribute to improving the instructional process. The "Inductive Miner" algorithm discovered optimal models in terms of fitness for both Pass and Fail students in this dataset, as well as models at a certain level of granularity that can be interpreted in educational terms, which are the most important achievement in model discovery. We can conclude that although students who passed did not follow the instructors' suggestions exactly, they did follow the logic of a successful self-regulated learning process as opposed to their failing classmates. The Process Mining models also allow us to examine which specific actions the students performed, and it was particularly interesting to see a high presence of actions related to forum-supported collaborative learning in the Pass group and an absence of those in the Fail group.
- Published
- 2020
- Full Text
- View/download PDF
3. Transcultural Analysis of the Effectiveness of a Program to Promote Self-Regulated Learning in Mozambique, Chile, Portugal, and Spain
- Author
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Rosário, Pedro, Núñez, José Carlos, Trigo, Luisa, Guimarães, Carina, Fernández, Estrella, Cerezo, Rebeca, Fuentes, Sonia, Orellana, Marcela, Santibáñez, América, Fulano, Celso, Ferreira, Ângelo, and Figueiredo, Mirela
- Abstract
The current investigation aims at assessing the effectiveness of an intervention program designed to enhance self-regulated learning (SRL) strategies at the university level, with students from different cultural, linguistic, and educational backgrounds. The central tool of the program is a set of letters in which a fictional first-year student describes his experiences as an SRL student. The program was implemented in four universities in different countries and continents (Portugal, Spain, Chile, and Mozambique), with an experimental group and a comparison group at each university (263 students from experimental groups and 247 from comparison groups). Findings display the effectiveness of the program in enhancing a set of motivational variables related to the study process and the use of SRL strategies. Data were consistent across the different cultural and academic contexts in which the program was implemented. The implications of these findings for university administrators and faculty are discussed.
- Published
- 2015
- Full Text
- View/download PDF
4. Process mining for self-regulated learning assessment in e-learning.
- Author
-
Cerezo, Rebeca, Bogarín, Alejandro, Esteban, María, and Romero, Cristóbal
- Subjects
SELF-regulated learning ,PROCESS mining ,LEARNING ,COLLABORATIVE learning ,COLLEGE students ,COMPUTER assisted instruction ,LEARNING Management System - Abstract
Content assessment has broadly improved in e-learning scenarios in recent decades. However, the e-Learning process can give rise to a spatial and temporal gap that poses interesting challenges for assessment of not only content, but also students' acquisition of core skills such as self-regulated learning. Our objective was to discover students' self-regulated learning processes during an e-Learning course by using Process Mining Techniques. We applied a new algorithm in the educational domain called Inductive Miner over the interaction traces from 101 university students in a course given over one semester on the Moodle 2.0 platform. Data was extracted from the platform's event logs with 21,629 traces in order to discover students' self-regulation models that contribute to improving the instructional process. The Inductive Miner algorithm discovered optimal models in terms of fitness for both Pass and Fail students in this dataset, as well as models at a certain level of granularity that can be interpreted in educational terms, which are the most important achievement in model discovery. We can conclude that although students who passed did not follow the instructors' suggestions exactly, they did follow the logic of a successful self-regulated learning process as opposed to their failing classmates. The Process Mining models also allow us to examine which specific actions the students performed, and it was particularly interesting to see a high presence of actions related to forum-supported collaborative learning in the Pass group and an absence of those in the Fail group. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
5. The Influence of Self-Regulation Behaviors on University Students' Intentions of Persistance.
- Author
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Bernardo, Ana, Esteban, María, Cervero, Antonio, Cerezo, Rebeca, and Herrero, Francisco Javier
- Subjects
COLLEGE students ,PSYCHOLOGY of students ,SELF regulation ,INTENTION ,SECONDARY education - Abstract
The implementation of the European higher education area (EHEA) is a true paradigm change in university education in which the student, with particular consideration given to autonomous work, takes the place of the teacher as the central element of the teaching-learning process. In this autonomous work, the strategies the students regularly use become particularly important, given the supposition that doing that work will lead to academic success. The objective of this study is to analyze the variables that influence students' expectations of success, measured through their intention to persist on the course they are doing. A questionnaire designed ad hoc was given to a sample of 1037 university students. It included aspects related to reasons for choosing the course, institutional integration, use of self-regulation strategies, and intention to drop out. Data analysis allowed the identification of satisfaction with the course chosen and appropriate study skills acquired in secondary education as predictors of expectations of academic persistance, with some differences in terms of gender. Other strategies such as class attendance or going deeply into course content did not figure. These results are at odds with the principles underlying the EHEA and show that they have not yet been interiorized by the students, who continue to perceive their studies more traditionally. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
6. Predicción del uso de estrategias de autorregulación en educación superior.
- Author
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Fernández, Estrella, Bernardo, Ana, Suárez, Natalia, Cerezo, Rebeca, Núñez, José C., and Rosario, Pedro
- Subjects
MOTIVATION research ,MOTIVATION (Psychology) in adolescence ,COLLEGE students ,RESEARCH ,LEARNING ,INSTRUCTIONAL systems - Abstract
Copyright of Anales de Psicología is the property of Servicio de Publicaciones de la Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2013
- Full Text
- View/download PDF
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