Open University of Catalonia

About: Open University of Catalonia is a education organization based out in Barcelona, Spain. It is known for research contribution in the topics: Collaborative learning & Educational technology. The organization has 1943 authors who have published 4646 publications receiving 64200 citations. The organization is also known as: Universitat Oberta de Catalunya & UOC.

E-learning personalization based on itineraries and long-term navigational behavior

Abstract: In this paper we describe a practical framework for studying then a navigational behavior of the users of an e-learning environment integrated in a virtual campus. The students navigate through the web based virtual campus interacting with learning resources which are structured following the SCORM e-learning standard. Our main goal is to design a usage mining tool for analyzing such user navigational behavior and for extracting relevant information that can be used to validate several aspects related to virtual campus design and usability but also to determine the optimal scheduling for each course depending on user profile. We intend to extend these quencing capabilities of the SCORM standard to include the concept of recommended itinerary, by combining teachers expertise with learned experience acquired by system usage analysis.

Positioning theory and discourse analysis: some tools for social interaction analysis

Abstract: This article outlines positioning theory as a discursive analysis of interaction, focusing on the topic of conflict. Moreover, said theory is applied to a new work environment for the social sciences: virtual spaces. The analysis is organized in the following way. First, the major key psychosocial issues which define the topic of conflict are reviewed. Then, virtual environments are presented as a new work space for the social sciences. Thirdly, a synthesis of positioning theory and its FOUCAULTian legacy is conducted, while appreciating its particular appropriateness for analyzing conflictive interaction in virtual environments. An empiric case is then presented. This consists of an analysis of interactive sequences within a specific virtual environment: the Universitat Oberta de Catalunya (UOC) Humanitats i Filologia Catalana studies forum. Through positioning theory, the production and effects that a conflictive interaction sequence has on the community in which it is produced are understood and explained.

Quality of Learners' Time and Learning Performance beyond Quantitative Time-on-Task.

Abstract: Along with the amount of time spent learning (or time-on-task), the quality of learning time has a real influence on learning performance. Quality of time in online learning depends on students’ time availability and their willingness to devote quality cognitive time to learning activities. However, the quantity and quality of the time spent by adult e-learners on learning activities can be reduced by professional, family, and social commitments. Considering that the main time pattern followed by most adult e-learners is a professional one, it may be beneficial for online education programs to offer a certain degree of flexibility in instructional time that might allow adult learners to adjust their learning times to their professional constraints. However, using the time left over once professional and family requirements have been fulfilled could lead to a reduction in quality time for learning. This paper starts by introducing the concept of quality of learning time from an online student-centred perspective. The impact of students’ time-related variables (working hours, time-on-task engagement, time flexibility, time of day, day of week) is then analyzed according to individual and collaborative grades achieved during an online master’s degree program. The data show that both students’ time flexibility ( r = .98) and especially their availability to learn in the morning are related to better grades in individual ( r = .93) and collaborative activities ( r = .46).

Collaborative agile learning in online environments: Strategies for improving team regulation and project management

Abstract: Unsatisfactory prior experiences in collaborative learning influence students' predisposition towards team-based learning activities. Incorporating strategies for helping teams to effectively regulate group work and enhance planning processes may result in an increase in students' engagement with learning activities and collaborative processes. Taking into account the benefits of the agile method for teamwork organisation, this study sought to analyse the usefulness of agile strategies for team regulation and project management in online higher education. An iterative process of course redesign was conducted in the context of an undergraduate project-based learning course during two consecutive semesters. The new design was piloted and evaluated based on the students' and teacher's views and the learning outcomes. A total of 114 students were surveyed about their satisfaction with the course and their perception of the usefulness of the method. Two interviews were conducted to collect the teacher's opinions. The results of the study indicate that agile strategies are useful for improving students' online project management and collaboration. Nevertheless, no significant impact has been observed in students' satisfaction nor in the overall learning outcomes.