Data mining techniques for the study of online learning from an extended approach

José Manuel Sánchez-Sordo

Abstract

In the latest years information technologies have impacted society changing the way human beings learn, and because of that it is necessary to study the intimate relationship between humans and their technological tools. On this path the extended mind thesis posits human cognition as a process that occurs in conjunction between biological and non-biological components, furthermore Connectivism is stated as a learning theory for the digital age. Based on such approaches this work presents a summary of a research whose objective was to know how people extend their cognitive processes with the aim of learning through the internet. Methodologically, an artificial intelligence algorithm for supervised learning (J48) was used to analyze the data of 336 participants with the aim of obtaining classification rules (patterns) of internet use. Finally, the results show that people who report visiting specialized websites, read electronic books and take into account the spelling of the resources they are looking at on the internet are the ones with optimal strategies for learning online.


Keywords

Cognition; connectivism; data mining; e-learning; extended mind; machine learning

Full Text:

PDF

References

Apud, I. (2014). ¿La mente se extiende a través de los artefactos? Algunas cuestiones sobre el concepto de cognición distribuida aplicado a la interacción mente-tecnología. Revista de Filosofí. 39 (1), 137-161. https://doi.org/10.5209/rev_RESF.2014.v39.n1.45618

Castañeda, L., & Adell, J. (2013). Entornos personales de aprendizaje: claves para el ecosistema educativo en red. Alcoy: Marfil.

Clark A. (2001) Mindware: An Introduction to the Philosophy of Cognitive Science. Oxford: Oxford University Press

Clark, A. (2008). Supersizing the mind: Embodiment, action and cognition extension. Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195333213.001.0001

Clark, A., & Chalmers, D. (2011). La mente extendida. Oviedo: KRK Ediciones. https://doi.org/10.5209/rev_CIYC.2011.v16.1

Downes, S. (2009). The New Nature of Knowledge. Online [Available] https://www.downes.ca/cgi-bin/page.cgi?post=53404

Downes, S. (2011). Connectivism and Connective Knowledge [Online] Available: https://www.huffingtonpost.com/stephen-downes/connectivism-and-connecti_b_804653.htm

Fayyad, U. (1997). Data Mining and Knowledge Discovery in Databases: Implications for Scientific Databases. SSDBM '97 Proceedings of the Ninth International Conference on Scientific and Statistical Database Management , 2-11. https://doi.org/10.1109/SSDM.1997.621141

Garay, U., Lujan, C., & Etxebarria, A. (2013). El empleo de herramientas de la Web 2.0 para el desarrollo de estrategias cognitivas: un estudio comparativo. Porta Linguarum. 20, 169-186.

Head, A., & Eisenberg, M. (2010). How College Students Evaluate and Use Information in the Digital Age [Project information literacy progress report]. Washington, D.C.: University of Washington. https://doi.org/10.2139/ssrn.2281485

Hernández, S. (2010). Uso de estrategias de aprendizaje con apoyo en Internet considerando el género y el nivel educativo. VIII Congreso Iberoamericano de Ciencia Tecnología y Género. Curitiba.

Hutchins E. (1995), Cognition in the wild, Bradford Book.

Hutchins, E. (2000) Distributed cognition, Online [Available]: http://comphacker.org/pdfs/631/DistributedCognition.pdf

Maravita, A., & Iriki, A. (2004). Tools for the body (schema). TRENDS in Cognitive Sciences. 8 (2), 79-86. https://doi.org/10.1016/j.tics.2003.12.008

Márqués P., (2012). Impacto de las TIC En La Educación: Funciones Y Limitaciones, Revista 3CTIC, 1, (3)

Nigro, Xodo, Corti and Terren, (2004), Online [Available]: http://sedici.unlp.edu.ar/handle/10915/21220

Redecker, C. (2009). Review of Learning 2.0 Practices: Study on the Impact of Web 2.0 Innovations on Education and Training in Europe. Bruselas: Joint Research Centre.

Ryle G., (2009). The concept of mind, Rouledge https://doi.org/10.4324/9780203875858

Sánchez-Sordo, J (2019). Redes y cognición; abordando la mente extendida en ambientes conectivistas de aprendizaje, Revista Digital Internacional de Psicología y Ciencia Social, to be published. https://doi.org/10.22402/j.rdipycs.unam.5.1.2019.176.37-59

Sánchez-Sordo, J. (2014). Conectivismo y ecologías para la educación a distancia en la web 2.0. Revista Mexicana de Bachillerato a Distancia, 6(12), 11. https://doi.org/10.22201/cuaed.20074751e.2014.12.64868

Sancho, F. (2018). Aprendizaje Inductivo: Árboles de Decisión. Obtenido de Universidad de Sevilla: http://www.cs.us.es/~fsancho/?e=104

Siemens, G. (2004). Conectivismo: Una teoría de aprendizaje para la era digital. Madrid: Ediciones Nodos Ele.

Siemens, G. (2006a). Conociendo el conocimiento. Madrid: Ediciones Nodos Ele.

UNESCO, (2006). Hacia las sociedades del conocimiento: informe mundial de la UNESCO. [Available]: https://unesdoc.unesco.org/ark:/48223/pf0000141908 .

UNESCO, (2013). Education for Sustainable Development Goals: learning objectives. [Available] https://unesdoc.unesco.org/ark:/48223/pf0000247444

Vygotsky, L. (1995). Historia del desarrollo de las funciones psíquicas superiores. Madrid: Editorial Visor.

Zapata-Ros, M. (2015). Teorías y modelos sobre el aprendizaje en entornos conectados y ubicuos. Bases para un nuevo modelo teórico a partir de una visión critica del "conectivismo". Revistas VSAL. 16 (1), 1-49. https://doi.org/10.14201/eks201516169102

Abstract Views

1110
Metrics Loading ...

Metrics powered by PLOS ALM





This journal is distributed under a Creative Commons Attribution-NonCommercial-NonDerivs 4.0 Internacional License.

Universitat Politècnica de València

e-ISSN: 2341-2593