Online Engineering Students’ Learning Strategies
DOI:
https://doi.org/10.5944/ried.26.2.36257Keywords:
adult education, learning strategy, mathematics, open university, engineeringAbstract
Online university students, unlike traditional face-to-face university students, are primarily adults: with very varied starting points, they deal with obtaining a degree and professional and family responsibilities. In this context, we aim to study the behaviour profile of the students in a preparatory mathematics course for engineering online studies through the completion level of the different proposed activities, especially the non-compulsory ones, and their relationship with the academic achievement in the subject. This research has been carried out according to a non-experimental design, with quantitative nature and framed within ex post facto studies, in 6 virtual classrooms with 340 students. A cluster analysis with K-means method provides three groups which, in turn, let us identify three student profiles: efficient, dedicated and passive. These profiles are comparable to previous findings regarding participation and behaviour patterns in participants in MOOCs with similar characteristics to the participants in the present study. The results of this study validate the fundamental role that time and evaluation design play in the students’ learning strategies and stimulate the redesign of the course, especially the activities oriented to better achievement of passive students.
FULL ARTICLE:
https://revistas.uned.es/index.php/ried/article/view/36257/27668
Downloads
References
Binali, T., Tsai, C., y Chang, H. (2021). University students’ profiles of online learning and their relation to online metacognitive regulation and internet-specific epistemic justification. Computers & Education, 175, https://doi.org/10.1016/j.compedu.2021.104315
Coll Salvador, C., Rochera Villach, M. J., Mayordomo Saíz, R. M., y Naranjo Llanos, M. (2007). Evaluación continua y ayuda al aprendizaje. Análisis de una experiencia de innovación en educación superior con apoyo de las TIC. Electronic Journal of Research in Educational Psychology, 5(3), 783-804. https://doi.org/10.25115/ejrep.v5i13.1249
Davis, M. C., Duryee, L. A., Schilling, A. H., Loar, E. A., y Hammond, H. G. (2020). Examining the Impact of Multiple Practice Quiz Attempts on Student Exam Performance. Journal of Educators Online, 17(2). https://eric.ed.gov/?id=EJ1268917
Figueroa, J. (2021). Pràctica continuada i feedback automàtic en l'aprenentatge de matemàtiques en línia: un estudi des de la perspectiva de les analítiques d'aprenentatge [Tesis doctoral, UOC]. TESEO https://www.educacion.gob.es/teseo/imprimirFicheroTesis.do?idFichero=pz2zNtJT2RQ%3D
Francis, M. K., Wormington, S. V., y Hulleman, C. (2019). The Costs of Online Learning: Examining Differences in Motivation and Academic Outcomes in Online and Face-to-Face Community College Developmental Mathematics Courses. Frontiers in Psychology, 10(2054). https://doi.org/10.3389/fpsyg.2019.02054
Giler-Velásquez, L. E. (2020). Estrategias de enseñanza de la matemática en la formación de profesionales de la ingeniería. Dominio de las Ciencias, 6(3), 273-285. https://dialnet.unirioja.es/descarga/articulo/7562496.pdf
González Monsibáez, Y., y Duvergel Vázquez, D. (2020). Una estrategia didáctica para el aprendizaje desarrollador de la Matemática en la carrera Ingeniería Informática. Revista Universidad y Sociedad, 12(5), 219-228. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S2218-36202020000500219&lng=pt&tlng=es
Heretick, D. M. L., y Tanguma, J. (2021). Anxiety and Attitudes Toward Statistics and Research Among Younger and Older Nontraditional Adult Learners. The Journal of Continuing Higher Education, 69(2), 87-99. https://doi.org/10.1080/07377363.2020.1784690
Hewson, S. (2021). What Is a Mathematically Rich Task? NRICH. https://nrich.maths.org/6299
Jameson, M. M., y Fusco, B. R. (2014). Math Anxiety, Math Self-Concept, and Math Self-Efficacy in Adult Learners Compared to Traditional Undergraduate Students. Adult Education Quarterly, 64(4), 306-322. https://doi.org/10.1177/0741713614541461
Khalil, M., y Ebner, M. (2017). Clustering patterns of engagement in massive open online courses (MOOCs): The use of learning analytics to reveal student categories. Journal of Computing in Higher Education, 29(1), 1-19. https://doi.org/10.1007/s12528-016-9126-9
Lan, M., y Hew, K. F. (2020). Examining learning engagement in MOOCs: A self-determination theoretical perspective using mixed method. International Journal of Educational Technology in Higher Education, 17(1), 1-24. https://doi.org/10.1186/s41239-020-0179-5
Li, S., Du, J., y Sun, J. (2022). Unfolding the learning behaviour patterns of MOOC learners with different levels of achievement. International Journal of Educational Technology in Higher Education, 19(22). https://doi.org/10.1186/s41239-022-00328-8
López, D. C., y Mejía, L. A. (2017). Una mirada a las estrategias y técnicas didácticas en la educación en ingeniería. Caso Ingeniería Industrial en Colombia. Entre Ciencia e Ingeniería, 11(21), 123-132. https://doi.org/10.31908/19098367.3290
Maina, M. (2020). E-actividades para un aprendizaje activo. En A. Sangrà (Coord.), Decálogo para la mejora de la docencia online. Propuestas para educar en contextos presenciales discontinuos (pp. 81-98). Editorial UOC. https://globaleducationforum.org/wp-content/uploads/2021/10/DOC-2-Decalogo-parala-mejora-de-la-docencia-online.pdf
McDonough, D. (2014). Providing Deep Learning through Active Engagement of Adult Learners in Blended Courses. Journal of Learning in Higher Education, 10(1), 9-16. https://eric.ed.gov/?id=EJ1143328
Meza-López, L. D., Torres-Velandia, S. Á., y Lara-Ruiz, J. D. J. (2016). Estrategias de aprendizaje emergentes en la modalidad e-learning. RED. Revista de Educación a Distancia, 48, 1-21. https://doi.org/10.6018/red/48/5
Milligan, C., Littlejohn, A., y Margaryan, A. (2013). Patterns of Engagement in Connectivist MOOCs. Journal of Online Teaching and Learning, 9(2), 149-159. http://jolt.merlot.org/vol9no2/milligan_0613.pdf
Miramontes Arteaga, M. A., Castillo Villapudua, K. Y., y Macías Rodríguez, H. J. (2019). Estrategias de aprendizaje en la educación a distancia. RITI Journal, 7(14), 199-214. https://doi.org/10.36825/RITI.07.14.017
Morales-Martínez, M. (2020). Matemática Aplicada a la Ciencias y las Ingenierías. Polo del Conocimiento, 5(8), 1277-1285. https://dialnet.unirioja.es/descarga/articulo/7554390.pdf
Rotar, O. (2022) Online student support: a framework for embedding support interventions into the online learning cycle. Research and Practice in Technology Enhanced Learning, 7(2). https://doi.org/10.1186/s41039-021-00178-4
Sabulsky, G., y Bosch Alessio, C. (2021). Estudiar en la universidad virtualizada: una aproximación a perfiles tecnopedagógicos de estudiantes. Apertura, 13(2), 124-141. https://doi.org/10.32870/Ap.v13n2.2055
Sancho-Vinuesa, T., y Masià, R. (2007). A virtual mathematics learning environment for engineering students. Interactive Educational Multimedia, 14, 1-18. https://raco.cat/index.php/IEM/article/view/205316/273854
Shah, M., y Cheng, M. (2019). Exploring factors impacting student engagement in open access courses. Open Learning, 34(2), 187-202. https://doi.org/10.1080/02680513.2018.1508337
Tsai, M. J. (2009). The Model of Strategic e-Learning: Understanding and Evaluating Student e-Learning from Metacognitive Perspectives. Journal of Educational Technology & Society, 12(1), 34-48. http://www.jstor.org/stable/jeductechsoci.12.1.34
Villalonga Pons, J., Besalú, M., Presas, R., y Sancho-Vinuesa, T. (3-6 julio 2022). Retos en un entorno virtual de aprendizaje de matemáticas propedéuticas para adultos [Presentación en conferencia]. XX Jornadas para el aprendizaje y enseñanza de las matemáticas, Valencia. https://20.jaem.es/
Zhou, Y., y Wang, J. (2019). Goal orientation, learning strategies, and academic performance in adult distance learning. Social Behavior and Personality: An international journal, 47(7). https://doi.org/10.2224/sbp.8195
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Joana Villalonga Pons, Mireia Besalú, Anna Samà Camí, Teresa Sancho-Vinuesa
This work is licensed under a Creative Commons Attribution 4.0 International License.
The articles that are published in this journal are subject to the following terms:
1. The authors grant the exploitation rights of the work accepted for publication to RIED, guarantee to the journal the right to be the first publication of research understaken and permit the journal to distribute the work published under the license indicated in point 2.
2. The articles are published in the electronic edition of the journal under a Creative Commons Attribution 4.0 International (CC BY 4.0) license. You can copy and redistribute the material in any medium or format, adapt, remix, transform, and build upon the material for any purpose, even commercially. You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
3. Conditions for self-archiving. Authors are encouraged to disseminate electronically the OnlineFirst version (assessed version and accepted for publication) of its articles before publication, always with reference to its publication by RIED, favoring its circulation and dissemination earlier and with this a possible increase in its citation and reach among the academic community.
