2026-05-05T20:19:33Zhttps://uvadoc.uva.es/oai/request

oai:uvadoc.uva.es:10324/492452025-02-25T08:24:11Zcom_10324_985com_10324_954com_10324_894col_10324_988

00925njm 22002777a 4500 dc Topali, Paraskevi author Ortega Arranz, Alejandro author Martínez Monés, Alejandra author Villagrá Sobrino, Sara Lorena author Asensio Pérez, Juan Ignacio author Dimitriadis Damoulis, Ioannis author 2021 Detecting learners who face problems in MOOCs usually poses difficulties due to the high instructor-learners ratio, the diversity of the population, and the asynchronous participation mode. Existing solutions mainly draw on self-reported problems in discussion forums and on dashboards displaying learners’ activity traces. However, these approaches cannot scale up easily or do not consider the course learning design. This paper presents a conceptual framework aimed at guiding MOOC instructors in the identification of potential learners' problems and indicators of such problems, considering the learning design of the course (e.g., types of activities, difficulty, etc.). An instrumental qualitative case study served for the evaluation and refinement of the framework. The results showed that the framework positively helped instructors to reflect on potential learners’ problems they had not considered beforehand, and to associate such problems with a set of indicators related to their learning designs. Topali, P., Ortega-Arranz, A., Martínez-Monés, A., Villagra-Sobrino, S., Asensio-Pérez, J. I., Dimitriadis Y. Identifying Learner Problems Framed within MOOC Learning Designs. (2021). Proceedings of the 29th International Conference on Computers in Education. Asia-Pacific Society for Computers in Education https://uvadoc.uva.es/handle/10324/49245 MOOC Identifying Learner Problems Framed within MOOC Learning Designs