In Search of Students' Cognitive Profiles in Blended Learning
Abstract
Teachers who teach courses in blended learning using LMS have difficulties keeping track of all students due to their lack of knowledge about students’ cognitive characteristics. This article proposes a way of identifying cognitive profiles of students, based on a detailed analysis of the activities proposed and performed in an AVA referring to a course taught in the blended learning for undergraduate majors of different areas of knowledge. This classification, resulting from the proposed cognitive modeling, will be implemented through students’ clustering during their interaction in the course.
Keywords:
cognitive profiles, blended learning, virtual learning environment, cognitive modeling, student clustering
References
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Vallerand, R. J., Pelletier, L. G., & Blais, M. R., et al. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, pp. 1003–1017.
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Vanslambrouck, Silke; Tondeur, Jo & Zhu, Chang. (2015). Motivational Profiles of Adult Learners in Online and Blended Learning.
Watson, Sunnie Lee; Watson, William R.; Yu, Ji Hyun; Alamri, Hamdan & Mueller, Chad. (2017). Learner profiles of attitudinal learning in a MOOC: An explanatory sequential mixed methods study.
Wigfield, A., & Eccles, J. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. DOI: 10.1006/ceps.1999.1015.
Yin, R. K. (2014). Estudo de caso: planejamento e métodos. 5ª ed. Porto Alegre: Bookman.
Allen, E. I., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Babson Survey Research Group.
Artino, A. R., & Jones, K. (2012). Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning. Internet and Higher Education, 15(3), 170–175.
Beaven, T., Codreanu, T., & Creuze, A. (2014). Motivation in a language MOOC: Issues for course designers. In M. Elena & B. Elena (Eds.), Language MOOCs: Providing learning, transcending boundaries (pp. 48–366). Berlin: De Gruyter Open.
Broadbent, J. (2017). Comparing online and blended learner's self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24–332.
Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses. Computers & Education, 104, 18–33.
Kizilcec, R. F., Piech, C., & Schneider, E. (2013, April). Deconstructing disengagement: Analyzing learner subpopulations in massive open online courses. In Proceedings of the Third International Conference on Learning Analytics and Knowledge (pp. 170–179). ACM.
Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.). Belmont, CA: Wadsworth.
Picciano, Anthony G., Charles D. Dziuban & Charles R. Graham (eds.) (2013). Aprendizagem combinada: perspectivas de pesquisa. Vol. 2. Routledge.
Porter, Wendy W. (2014). Blended learning in higher education: Institutional adoption and implementation.
Ratelle, C. F., Guay, F., Vallerand, R. J., & Larose, S., et al. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99(4), 734–746.
Santos, M., & Oliveira, M. (2011). Interação e Comunicação em Educação a Distância: Interação e Comunicação em Comunidades de Aprendizagem. Santa Cruz-RN.
Silva, Viviane Gomes da; Bremgatner, Vitor; Ribeiro, Mirlem Rodrigues; Castro, Alberto; Nascimento, Rogério Patrício Chargas do. (2011). Uma Experiência de Virtualização de Disciplina em Cursos de Graduação. Anais do XXII SBIE - XVII WIE.
Vallerand, R. J., Pelletier, L. G., & Blais, M. R., et al. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, pp. 1003–1017.
Vanslambrouck, S., Zhu, C., Lombaerts, K., Philipsen, B., & Tondeur, J. (2018). Motivação dos alunos e valor da tarefa subjetiva de participar em ambientes de aprendizagem on-line e mistos. The Internet and Higher Education, 36, 33–40.
Vanslambrouck, Silke; Tondeur, Jo & Zhu, Chang. (2015). Motivational Profiles of Adult Learners in Online and Blended Learning.
Watson, Sunnie Lee; Watson, William R.; Yu, Ji Hyun; Alamri, Hamdan & Mueller, Chad. (2017). Learner profiles of attitudinal learning in a MOOC: An explanatory sequential mixed methods study.
Wigfield, A., & Eccles, J. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. DOI: 10.1006/ceps.1999.1015.
Yin, R. K. (2014). Estudo de caso: planejamento e métodos. 5ª ed. Porto Alegre: Bookman.
Published
2018-10-29
How to Cite
VIANA, Lucas; CASTRO, Thaís; GADELHA, Bruno.
In Search of Students' Cognitive Profiles in Blended Learning. In: BRAZILIAN SYMPOSIUM ON COMPUTERS IN EDUCATION (SBIE), 29. , 2018, Fortaleza/CE.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2018
.
p. 1203-1212.
DOI: https://doi.org/10.5753/cbie.sbie.2018.1203.
