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Repositorio Institucional Continental


Please use this identifier to cite or link to this item: https://hdl.handle.net/20.500.12394/8486
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dc.contributor.authorBernal, Franklines_ES
dc.contributor.authorMaldonado Mahauad, Jorge Javieres_ES
dc.contributor.authorZuñiga Prieto, Miguel Angeles_ES
dc.contributor.authorVillalva-Condori, Klingees_ES
dc.contributor.authorVeintimilla-Reyes, Jaimees_ES
dc.contributor.authorMejía, Magalyes_ES
dc.date.accessioned2021-02-24T23:24:32Z-
dc.date.available2021-02-24T23:24:32Z-
dc.date.issued2020-
dc.identifier.citationBernal, F., Maldonado, J., Zuñiga, M., Villalva, K., Veintimilla, J., Mejía, M. (2020). Analyzing students behavior in a mooc course: a process-oriented approach. Lecture Notes In Computer Science (Including Subseries Lecture Notes In Artificial Intelligence And Lecture Notes In Bioinformatics), 1(1). https://doi. 10.1007/978-3-030-60128-7_24es_ES
dc.identifier.urihttps://hdl.handle.net/20.500.12394/8486-
dc.description.abstractMassive Open Online Courses (MOOCs), are one of the most disruptive trends along the last 12 years. This is evidenced by the number of students enrolled since their emergence with over 101 million people taking one of the more than 11,400 MOOCs available. However, the approval rate of students in these types of courses is only about 5%. This has led to a great deal of interest among researchers in studying students’ behavior in these types of courses. The aim of this article is to explore the behavior of students in a MOOC. Specifically, to study students learning sequences and extract their behavioral patterns in the different study sessions. To reach the goal, using process mining techniques, process models of N = 1,550 students enrolled in a MOOC in Coursera were obtained. As a result, two groups of students were classified according to their study sessions, where differences were found both in the students’ interactions with the MOOC resources and in the way the lessons were approached on a weekly basis. In addition, students who passed the course repeated the assessments several times until they passed, without returning to review a video-lecture in advance. The results of this work contribute to extend the knowledge about students’ behavior in online environments.es_ES
dc.formatapplication/pdfes_ES
dc.language.isoenges_ES
dc.publisherUniversidad Continentales_ES
dc.rightsinfo:eu-repo/semantics/restrictedAccesses_ES
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/es_ES
dc.subjectSesiones de estudioes_ES
dc.subjectAprendiendo estrategiases_ES
dc.subjectMinería de procesoses_ES
dc.titleAnalyzing students behavior in a mooc course: a process-oriented approaches_ES
dc.typeinfo:eu-repo/semantics/conferenceObjectes_ES
dc.description.notePara acceder al artículo de su interés, puede solicitarlo a bibliotecariovirtual@continental.edu.pe. Por favor, comunicarse con su correo institucionales_ES
dc.rights.accessRightsRestringidoes_ES
dc.identifier.journalLecture Notes In Computer Science (Including Subseries Lecture Notes In Artificial Intelligence And Lecture Notes In Bioinformatics)es_ES
dc.identifier.doihttps://doi. 10.1007/978-3-030-60128-7_24es_ES
dc.subject.ocdehttp://purl.org/pe-repo/ocde/ford#1.02.02es_ES
dc.type.versioninfo:eu-repo/semantics/publishedVersiones_ES
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