Browsing by Author "Nussbaum M."

Now showing 1 - 3 of 3
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    Curricular analytics to characterize educational trajectories in high-failure rate courses that lead to late dropout
    (2021) Muñoz Gama, Jorge; Salazar-Fernandez J.P.; Sepúlveda M.; Nussbaum M.
    Featured Application, In this work, Process Mining techniques are used, with a curricular analytics approach, to understand the educational trajectories of higher education students.", "Late dropout is one of the most pressing challenges currently facing higher education, and the process that each student follows to arrive at that decision usually involves several academic periods. This work presents a curricular analytics approach at the program level, to analyze how educational trajectories of undergraduate students in high-failure rate courses help to describe the process that leads to late dropout. Educational trajectories (n = 10,969) of high-failure rate courses are created using Process Mining techniques, and the results are discussed based on established theoretical frameworks. Late dropout was more frequent among students who took a stopout while having high-failure rate courses they must retake. Furthermore, students who ended in late dropout with high-failure rate courses they must retake had educational trajectories that were on average shorter and less satisfactory. On the other hand, the educational trajectories of students who ended in late dropout without high-failure rate courses they must retake were more similar to those of students who graduated late. Moreover, some differences found among ISCED fields are also described. The proposed approach can be replicated in any other university to understand the educational trajectories of late dropout students from a longitudinal perspective, generating new knowledge about the dynamic behavior of the students. This knowledge can trigger improvements to the curriculum and in the follow-up mechanisms used to increase student retention.
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    Teaching through dance: An opportunity to introduce physically active academic lessons
    (Elsevier Ltd, 2021) Beserra V.; Nussbaum M.; Navarrete M.; Alvares D.
    © 2021 Elsevier LtdIntroducing physically active academic lessons into the school routine implies a significant change in educational practice. The aim of this study is to explore the acceptability and feasibility of delivering physically active academic lessons through dance. During five training sessions, 37 teachers created a series of dance routines based on mathematical functions. At the end, all teachers participated in focus groups. The results of the thematic analysis revealed high levels of interest among the teachers in incorporating physically active academic lessons into the school routine. Teachers also identified the main barriers to implementation and constructed lesson plans.
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    Using metacognition to promote active learning in large business management classes
    (Routledge, 2021) Rodríguez M.F.; Nussbaum M.; Pertuze Salas, Julio Alberto; Avila C.; Caceres J.; Valenzuela T.; Ceppi B.
    Using active learning methodologies with large classes in higher education is a complex task. Lecturers often lack the tools they need to guide their students, while also taking into consideration their individual needs. This study proposes an expandable strategy for introducing active learning following a metacognitive approach involving problem-based learning and anonymous peer assessment. The approach was implemented over two sessions as part of a 16-week business management class taken by 223 students. The results reveal that students were able to develop both their management and critical thinking skills at the same time. The main contributions of this paper are: 1) a metacognitive approach, where students discovered their own knowledge gaps and developed their critical thinking skills, and 2) an active learning approach suitable for large classes, where students received teacher guidance and individualised feedback from their peers.