Mar Pérez-Sanagustín

发表

Modeling the Computing Based Testing domain extending IMS QTI: Framework, models and exemplary implementations

Davinia Hernández Leo, Patricia Santos, Josep Blat, 2012, Comput. Hum. Behav..

Who are the top contributors in a MOOC? Relating participants' performance and contributions

Carlos Delgado Kloos, Carlos Alario-Hoyos, Pedro J. Muñoz Merino, 2016, J. Comput. Assist. Learn..

Follow-Up of Learning Activities in Open edX: A Case Study at the University of Cauca

Mar Pérez-Sanagustín, Daniel Jaramillo-Morillo, Mario Solarte Sarasty, 2017, EMOOCs.

¿Es Equitativo el Diseño Tradicional de los MOOC respecto a las Preferencias de Aprendizaje de los Estudiantes en Cursos con Reconocimiento Académico? Un Caso de Estudio en la Universidad del Cauca

Mar Pérez-Sanagustín, Gustavo A. Ramírez González, Mario Solarte, 2017, EMOOCs-ES.

From planning learning paths to assessment: Innovations to the practical benefits of Learning Design

Ayman Moghnieh, Toni Navarrete, Josep Blat, 2008 .

A Methodology to Involve Students in the Evaluation of an Engineering Curriculum in Design, Entrepreneurship, and Innovation

Mar Pérez-Sanagustín, Isabel Hilliger, Constanza Miranda, 2018 .

Tag-based experiences for supporting collaboration at the workplace

Carlos Delgado Kloos, Carlos Alario-Hoyos, Mar Pérez-Sanagustín, 2013, WEILER@EC-TEL.

Considering the Intrinsic Constraints for Groups Management of TAPPS and Jigsaw CLFPs

Davinia Hernández Leo, Josep Blat, Mar Pérez-Sanagustín, 2009, 2009 International Conference on Intelligent Networking and Collaborative Systems.

Coverage Metrics for Learning-Event Datasets Based on Client-Side Monitoring

Raquel M. Crespo García, Mar Pérez-Sanagustín, G. HugoA.Parada, 2012, 2012 IEEE 12th International Conference on Advanced Learning Technologies.

Unsupervised Automatic Detection of Learners' Programming Behavior

Julien Broisin, Mar Pérez-Sanagustín, Anis Bey, 2019, EC-TEL.

Are We All on the Same Boat? Coordinating Stakeholders for the Design of MOOCs

Carlos Delgado Kloos, Carlos Alario-Hoyos, Mar Pérez-Sanagustín, 2014, EC-TEL.

Learning design and learning analytics in mobile and ubiquitous learning: A systematic review

Patricia Santos, María Jesús Rodríguez-Triana, Terje Väljataga, 2020, Br. J. Educ. Technol..

Learning experience assessment of flipped courses

Miguel Nussbaum, Mar Pérez-Sanagustín, Jaime Navon, 2017, Journal of Computing in Higher Education.

TENCompetence eLearning reference implementation UoLs and related ReCourse templates

Jonathan Chacón, Javier Melero, Mar Pérez-Sanagustín, 2010 .

Delving into Participants’ Profiles and Use of Social Tools in MOOCs

Carlos Delgado Kloos, Carlos Alario-Hoyos, Mario Muñoz Organero, 2014, IEEE Transactions on Learning Technologies.

Data Driven Approaches in Digital Education

Katrien Verbert, Hendrik Drachsler, Julien Broisin, 2017, Lecture Notes in Computer Science.

4SPPIces: A case study of factors in a scripted collaborative-learning blended course across spatial locations

Davinia Hernández Leo, Patricia Santos, Josep Blat, 2012, Int. J. Comput. Support. Collab. Learn..

MyMOOCSpace: A cloud‐based mobile system to support effective collaboration in higher education online courses

H. Andrés Neyem, Carlos Alario-Hoyos, Mar Pérez-Sanagustín, 2017, Comput. Appl. Eng. Educ..

Proposal for a Conceptual Framework for Educators to Describe and Design MOOCs

Carlos Delgado Kloos, Carlos Alario-Hoyos, Mar Pérez-Sanagustín, 2014, J. Univers. Comput. Sci..

Multi-channel, multi-objective, multi-context services: The glue of the smart cities learning ecosystem

Carlos Delgado Kloos, Mar Pérez-Sanagustín, Ilona Buchem, 2013, IxD&A.

MyLearningMentor: A Mobile App to Support Learners Participating in MOOCs

Carlos Delgado Kloos, Carlos Alario-Hoyos, Iria Estévez-Ayres, 2015, J. Univers. Comput. Sci..

Lifelong Technology-Enhanced Learning

Maren Scheffel, Hendrik Drachsler, Viktoria Pammer-Schindler, 2018, Lecture Notes in Computer Science.

Enhancing collaborative learning in higher education online courses through a mobile game app

H. Andrés Neyem, Mar Pérez-Sanagustín, Juan S. Rojas-Riethmuller, 2017, 2017 IEEE 21st International Conference on Computer Supported Cooperative Work in Design (CSCWD).

Temporal analysis for dropout prediction using self-regulated learning strategies in self-paced MOOCs

Carlos Delgado Kloos, Carlos Alario-Hoyos, Mar Pérez-Sanagustín, 2020, Comput. Educ..

Does Taking a MOOC as a Complement for Remedial Courses Have an Effect on My Learning Outcomes? A Pilot Study on Calculus

Mar Pérez-Sanagustín, Isabel Hilliger, Josefina Hernández-Correa, 2016, EC-TEL.

etiquetAR: Tagging Learning Experiences

Carlos Delgado Kloos, Mar Pérez-Sanagustín, Alejandro Martínez, 2013, EC-TEL.

Flip with care

Mar Pérez-Sanagustín, Derick Leony, Abelardo Pardo, 2012 .

Representing the Spaces When Planning Learning Flows

Davinia Hernández Leo, Josep Blat, Mar Pérez-Sanagustín, 2010, EC-TEL.

Discovering the campus together: A mobile and computer-based learning experience

Davinia Hernández Leo, Carlos Delgado Kloos, Patricia Santos, 2012, J. Netw. Comput. Appl..

Self-Development of Competences for Social Inclusion Using the TENCompetence Infrastructure

Davinia Hernández Leo, Ruud Lemmers, Mar Pérez-Sanagustín, 2009, J. Educ. Technol. Soc..

A MOOC-Based Flipped Class: Lessons Learned from the Orchestration Perspective

Carlos Alario-Hoyos, Mar Pérez-Sanagustín, Julio A. Pertuze, 2017, EMOOCs.

Adaptive UoL for Algrebra in a CSCL scenario

Mar Pérez-Sanagustín, Davinia Hernández-Leo, 2009 .

Analyzing Learners' Behavior Beyond the MOOC: An Exploratory Study

Kshitij Sharma, Julien Broisin, Mar Pérez-Sanagustín, 2019, EC-TEL.

Lessons learned from the design of situated learning environments to support collaborative knowledge construction

Carlos Delgado Kloos, Carlos Alario-Hoyos, Pedro J. Muñoz Merino, 2015, Comput. Educ..

Coordinating learning analytics policymaking and implementation at scale

Martijn Millecamp, Lizandro Solano-Quinde, Lorena Siguenza-Guzman, 2020, Br. J. Educ. Technol..

Analysing the Impact of Built-In and External Social Tools in a MOOC on Educational Technologies

Carlos Delgado Kloos, Carlos Alario-Hoyos, Mario Muñoz Organero, 2013, EC-TEL.

Augmenting Reality and Formality of Informal and Non-Formal Settings to Enhance Blended Learning

Davinia Hernández Leo, Carlos Delgado Kloos, Josep Blat, 2014, IEEE Transactions on Learning Technologies.

A Framework of Hybrid MOOC-based Pedagogies

Denis Parra, Mar Pérez-Sanagustín, Isabel Hilliger, 2015, CHANGEE/WAPLA/HybridEd@EC-TEL.

Learning design Rashomon I – supporting the design of one lesson through different approaches

Donatella Persico, Brock Craft, Yael Kali, 2013 .

NoteMyProgress: A Tool to Support Learners' Self-Regulated Learning Strategies in MOOC Environments

Mar Pérez-Sanagustín, Ronald Pérez-Álvarez, Jorge Javier Maldonado Mahauad, 2017, EC-TEL.

Research on ICT in K-12 schools - A review of experimental and survey-based studies in computers & education 2011 to 2015

Peter Twining, Rachelle S. Heller, Miguel Nussbaum, 2017, Comput. Educ..

A methodology for improving active learning engineering courses with a large number of students and teachers through feedback gathering and iterative refinement

Carlos Alario-Hoyos, Iria Estévez-Ayres, Mar Pérez-Sanagustín, 2015 .

MyMOOCSpace: Mobile cloud‐based system tool to improve collaboration and preparation of group assessments in traditional engineering courses in higher education

H. Andrés Neyem, Mar Pérez-Sanagustín, Luis Ramirez-Donoso, 2018, Comput. Appl. Eng. Educ..

System Orchestration Support for a Collaborative Blended Learning Flow

Davinia Hernández Leo, Carlos Delgado Kloos, Josep Blat, 2012, Intelligent Adaptation and Personalization Techniques in Computer-Supported Collaborative Learning.

Recommending Self-Regulated Learning Strategies Does Not Improve Performance in a MOOC

Mar Pérez-Sanagustín, Jorge J. Maldonado, René F. Kizilcec, 2016, L@S.

Tips and Techniques for MOOC Production

Carlos Delgado Kloos, Carlos Alario-Hoyos, Mar Pérez-Sanagustín, 2015, ITiCSE.

Considering the Space in the Design of Learning Activities: The ISIS and 4SPPIces Models Applied to Science Inquiries

Davinia Hernández Leo, Valérie Emin, Mar Pérez-Sanagustín, 2012, 2012 IEEE 12th International Conference on Advanced Learning Technologies.

Supporting crowdsourcing in MOOC informal face-to-face meetings

Carlos Delgado Kloos, Carlos Alario-Hoyos, Mar Pérez-Sanagustín, 2013, WEILER@EC-TEL.

CLFP Intrinsic Constraints-Based Group Management of Blended Learning Situations

Davinia Hernández Leo, Josep Blat, Mar Pérez-Sanagustín, 2011, Technology-Enhanced Systems and Tools for Collaborative Learning Scaffolding.

Space-aware Design Factors for Located Learning Activities Supported with Smart Phones

Davinia Hernández Leo, Josep Blat, Mar Pérez-Sanagustín, 2012, 2012 IEEE 10th International Symposium on Parallel and Distributed Processing with Applications.

Design of a Tool to Support Self-Regulated Learning Strategies in MOOCs

Mar Pérez-Sanagustín, Ronald Pérez-Álvarez, Jorge Maldonado-Mahauad, 2018, J. Univers. Comput. Sci..

NoteMyProgress: Supporting Learners' Self-regulated Strategies in MOOCs

Mar Pérez-Sanagustín, Ronald Pérez-Álvarez, Jorge Javier Maldonado Mahauad, 2017, EC-TEL.

Introducing Flexibility into CSCL Scripts for Blended Learning Scenarios

Davinia Hernández Leo, Josep Blat, Mar Pérez-Sanagustín, 2009, 2009 Ninth IEEE International Conference on Advanced Learning Technologies.

Calidad en Cursos Abiertos Masivos y en Línea. Revisión de Literatura del 2012 - 2016

Mar Pérez-Sanagustín, Jorge J. Maldonado, Alejandra Meléndez, 2017, EMOOCs-ES.

Technological support for the enactment of collaborative scripted learning activities across multiple spatial locations

Davinia Hernández Leo, Carlos Delgado Kloos, Josep Blat, 2014, Future Gener. Comput. Syst..

Supporting Situated Learning Based on QR Codes with Etiquetar App: A Pilot Study.

Carlos Delgado Kloos, Carlos Alario-Hoyos, Sergio Sayago, 2014 .

QuesTInSitu: From tests to routes for assessment in situ activities

Davinia Hernández Leo, Josep Blat, Mar Pérez-Sanagustín, 2011, Comput. Educ..

Mining theory-based patterns from Big data: Identifying self-regulated learning strategies in Massive Open Online Courses

Nicolás Morales, Jorge Munoz-Gama, Mar Pérez-Sanagustín, 2018, Comput. Hum. Behav..

Transforming the Campus into a Digitally Augmented Learning Space Using etiquetAR

Davinia Hernández Leo, Carlos Delgado Kloos, Javier Melero, 2013, EC-TEL.

A Framework to Design Educational Mobile-Based Games Across Multiple Spaces

Carlos Delgado Kloos, Raquel M. Crespo García, Abelardo Pardo, 2015, EC-TEL.

System Orchestration Support for a Flow of Blended Collaborative Activities

Davinia Hernández Leo, Carlos Delgado Kloos, Patricia Santos, 2010, 2010 International Conference on Intelligent Networking and Collaborative Systems.

Observatorio MOOC UC: La Adopción de MOOCs en la Educación Superior en América Latina y Europa

Mar Pérez-Sanagustín, Ronald Pérez-Álvarez, Jorge J. Maldonado, 2017, EMOOCs-ES.

Dialogic learning and interactive groups: an IMS LD template integrated in runtime systems

Davinia Hernández Leo, Sergio Sayago, Dai Griffiths, 2008, iJET.

Digital Education: Out to the World and Back to the Campus - 5th European MOOCs Stakeholders Summit, EMOOCs 2017, Madrid, Spain, May 22-26, 2017, Proceedings

Carlos Delgado Kloos, Patrick Jermann, Su White, 2017, European MOOCs Stakeholders Summit.

Precise Effectiveness Strategy for analyzing the effectiveness of students with educational resources and activities in MOOCs

Carlos Delgado Kloos, Carlos Alario-Hoyos, Pedro J. Muñoz Merino, 2015, Comput. Hum. Behav..

Conditioning Factors for Group Management in Blended Learning Scenarios

Davinia Hernández Leo, Josep Blat, Mar Pérez-Sanagustín, 2009, 2009 Ninth IEEE International Conference on Advanced Learning Technologies.

Predicting Learners' Success in a Self-paced MOOC Through Sequence Patterns of Self-regulated Learning

Carlos Delgado Kloos, Carlos Alario-Hoyos, Pedro J. Muñoz Merino, 2018, EC-TEL.

Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses

Mar Pérez-Sanagustín, Jorge J. Maldonado, René F. Kizilcec, 2017, Comput. Educ..

Tools to Support Self-Regulated Learning in Online Environments: Literature Review

Mar Pérez-Sanagustín, Ronald Pérez-Álvarez, Jorge Maldonado-Mahauad, 2018, EC-TEL.

Using QR codes to increase user engagement in museum-like spaces

Miguel Nussbaum, Denis Parra, Mar Pérez-Sanagustín, 2016, Comput. Hum. Behav..

A context-based methodology for integrating Web 2.0 services in learning scenarios

Patricia Santos, Ayman Moghnieh, Josep Blat, 2009 .

Detection of Learning Strategies: A Comparison of Process, Sequence and Network Analytic Approaches

Dragan Gasevic, Jelena Jovanovic, Mar Pérez-Sanagustín, 2019, EC-TEL.

Can Feedback based on Predictive Data Improve Learners' Passing Rates in MOOCs? A Preliminary Analysis

Carlos Delgado Kloos, Mar Pérez-Sanagustín, Pedro J. Muñoz-Merino, 2021, L@S.

Self-tracking Time-On-Task: Web-Based Weekly Timesheets for Higher Education Students

Mar Pérez-Sanagustín, Isabel Hilliger, Constanza Miranda, 2021, EC-TEL.

Understanding Learners’ Motivation and Learning Strategies in MOOCs

Carlos Delgado Kloos, Carlos Alario-Hoyos, Iria Estévez-Ayres, 2017 .

Adaptive planner for facilitating the management of tasks in MOOCs

Carlos Delgado Kloos, Carlos Alario-Hoyos, Iria Estévez-Ayres, 2014 .

The LALA Project: Building Capacity to Use Learning Analytics to Improve Higher Education in Latin America

Xavier Ochoa, Martijn Millecamp, Katrien Verbert, 2018 .

Identifying needs for learning analytics adoption in Latin American universities: A mixed-methods approach

Yi-Shan Tsai, Eliana Scheihing, Mar Pérez-Sanagustín, 2020, Internet High. Educ..

Self-regulated learning in MOOCs: lessons learned from a literature review

Carlos Alario-Hoyos, Iria Estévez-Ayres, Mar Pérez-Sanagustín, 2019, Educational Review.