Discovering students’ learning strategies in a visual programming MOOC through process mining techniques
Abstract
Understanding students’ learning patterns is key for supporting their learning experience and improving course design. However, this is particularly challenging in courses with large cohorts, which might contain diverse students that exhibit a wide range of behaviours. In this study, we employed a previously developed method, which considers process flow, sequence, and frequency of learning actions, for detecting students’ learning tactics and strategies. With the aim of demonstrating its applicability to a new learning context, we applied the method to a large-scale online visual programming course. Four low-level learning tactics were identified, ranging from project- and video-focused to explorative. Our results also indicate that some students employed all four tactics, some used course assessments to strategize about how to study, while others selected only two or three of all learning tactics. This research demonstrates the applicability and usefulness of process mining for discovering meaningful and distinguishable learning strategies in large courses with thousands of learners.
Citation
Rohani , N , Gal , K , Gallagher , M & Manataki , A 2023 , Discovering students’ learning strategies in a visual programming MOOC through process mining techniques . in M Montali , A Senderovich & M Weidlich (eds) , Process mining workshops : ICPM 2022 international workshops, Bozen-Bolzano, Italy, October 23–28, 2022, revised selected papers . Lecture notes in business information processing , vol. 468 , Springer Science and Business Media B.V. , Cham , pp. 539-551 , 1st International Workshop “Education meets Process Mining" (EduPM 2022), part of the International Conference on Process Mining (ICPM 2022) , Bozen-Bolzano , Italy , 24/10/22 . https://doi.org/10.1007/978-3-031-27815-0_39 conference
Publication
Process mining workshops
ISSN
1865-1348Type
Conference item
Rights
Copyright © 2023 the Author(s). Open Access This chapter is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this chapter are included in the chapter's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the chapter's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.
Description
Funding: This work was supported by the Medical Research Council [grant number MR/N013166/1].Collections
Items in the St Andrews Research Repository are protected by copyright, with all rights reserved, unless otherwise indicated.