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Ana-Elena Guerrero-Roldán
Faculty of Computer Science, Multimedia and Telecommunications, Universitat Oberta de Catalunya, 08018 Barcelona, Spain

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Journal article
Published: 02 July 2021 in International Journal of Educational Technology in Higher Education
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Several tools and resources have been developed in the past years to enhance the teaching and learning process. Most of them are focused on the process itself, but few focus on the assessment process to detect at-risk learners for later acting through feedback to support them to succeed and pass the course. This research paper presents a case study using an adaptive system called Learning Intelligent System (LIS). The system includes an Early Warning System and tested in a fully online university to increase learners’ performance, reduce dropout, and ensure proper feedback to guide learners. LIS also aims to help teachers to detect critical cases to act on time with learners. The system has been tested in two first-year courses in the fully online BSc of Economics and Business at the Universitat Oberta de Catalunya. A total of 552 learners were participating in the case study. On the one hand, results show that performance is better than in previous semesters when using it. On the other hand, results show that learners' perception of effectiveness is higher, and learners are willing to continue using the system in the following semesters because it becomes beneficial for them.

ACS Style

Ana-Elena Guerrero-Roldán; M. Elena Rodríguez-González; David Bañeres; Amal Elasri-Ejjaberi; Pau Cortadas. Experiences in the use of an adaptive intelligent system to enhance online learners' performance: a case study in Economics and Business courses. International Journal of Educational Technology in Higher Education 2021, 18, 1 .

AMA Style

Ana-Elena Guerrero-Roldán, M. Elena Rodríguez-González, David Bañeres, Amal Elasri-Ejjaberi, Pau Cortadas. Experiences in the use of an adaptive intelligent system to enhance online learners' performance: a case study in Economics and Business courses. International Journal of Educational Technology in Higher Education. 2021; 18 (1):1.

Chicago/Turabian Style

Ana-Elena Guerrero-Roldán; M. Elena Rodríguez-González; David Bañeres; Amal Elasri-Ejjaberi; Pau Cortadas. 2021. "Experiences in the use of an adaptive intelligent system to enhance online learners' performance: a case study in Economics and Business courses." International Journal of Educational Technology in Higher Education 18, no. 1: 1.

Journal article
Published: 22 June 2021 in Applied Sciences
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Learning analytics is quickly evolving. Old fashioned dashboards with descriptive information and trends about what happened in the past are slightly substituted by new dashboards with forecasting information and predicting relevant outcomes about learning. Artificial intelligence is aiding this revolution. The accessibility to computational resources has increased, and specific tools and packages for integrating artificial intelligence techniques leverage such new analytical tools. However, it is crucial to develop trustworthy systems, especially in education where skepticism about their application is due to the risk of teachers’ replacement. However, artificial intelligence systems should be seen as companions to empower teachers during the teaching and learning process. During the past years, the Universitat Oberta de Catalunya has advanced developing a data mart where all data about learners and campus utilization are stored for research purposes. The extensive collection of these educational data has been used to build a trustworthy early warning system whose infrastructure is introduced in this paper. The infrastructure supports such a trustworthy system built with artificial intelligence procedures to detect at-risk learners early on in order to help them to pass the course. To assess the system’s trustworthiness, we carried out an evaluation on the basis of the seven requirements of the European Assessment List for trustworthy artificial intelligence (ALTAI) guidelines that recognize an artificial intelligence system as a trustworthy one. Results show that it is feasible to build a trustworthy system wherein all seven ALTAI requirements are considered at once from the very beginning during the design phase.

ACS Style

David Baneres; Ana Guerrero-Roldán; M. Rodríguez-González; Abdulkadir Karadeniz. A Predictive Analytics Infrastructure to Support a Trustworthy Early Warning System. Applied Sciences 2021, 11, 5781 .

AMA Style

David Baneres, Ana Guerrero-Roldán, M. Rodríguez-González, Abdulkadir Karadeniz. A Predictive Analytics Infrastructure to Support a Trustworthy Early Warning System. Applied Sciences. 2021; 11 (13):5781.

Chicago/Turabian Style

David Baneres; Ana Guerrero-Roldán; M. Rodríguez-González; Abdulkadir Karadeniz. 2021. "A Predictive Analytics Infrastructure to Support a Trustworthy Early Warning System." Applied Sciences 11, no. 13: 5781.

Review
Published: 15 January 2021 in Sustainability
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Artificial intelligence (AI) has penetrated every layer of our lives, and education is not immune to the effects of AI. In this regard, this study examines AI studies in education in half a century (1970–2020) through a systematic review approach and benefits from social network analysis and text-mining approaches. Accordingly, the research identifies three research clusters (1) artificial intelligence, (2) pedagogical, and (3) technological issues, and suggests five broad research themes which are (1) adaptive learning and personalization of education through AI-based practices, (2) deep learning and machine Learning algorithms for online learning processes, (3) Educational human-AI interaction, (4) educational use of AI-generated data, and (5) AI in higher education. The study also highlights that ethics in AI studies is an ignored research area.

ACS Style

Aras Bozkurt; Abdulkadir Karadeniz; David Baneres; Ana Guerrero-Roldán; M. Rodríguez. Artificial Intelligence and Reflections from Educational Landscape: A Review of AI Studies in Half a Century. Sustainability 2021, 13, 800 .

AMA Style

Aras Bozkurt, Abdulkadir Karadeniz, David Baneres, Ana Guerrero-Roldán, M. Rodríguez. Artificial Intelligence and Reflections from Educational Landscape: A Review of AI Studies in Half a Century. Sustainability. 2021; 13 (2):800.

Chicago/Turabian Style

Aras Bozkurt; Abdulkadir Karadeniz; David Baneres; Ana Guerrero-Roldán; M. Rodríguez. 2021. "Artificial Intelligence and Reflections from Educational Landscape: A Review of AI Studies in Half a Century." Sustainability 13, no. 2: 800.

Journal article
Published: 30 September 2020 in Hacettepe University Journal of Education
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ACS Style

Ana Elena Guerrero-Roldán; M. Elena Rodríguez-González; Abdulkadir Karadeniz; Serpil Kocdar; Lyubka Aleksieva; Roumiana Peytcheva-Forsyth. Students Experiences on Using an Authentication and Authorship Checking System in E-Assessment. Hacettepe University Journal of Education 2020, 1 -19.

AMA Style

Ana Elena Guerrero-Roldán, M. Elena Rodríguez-González, Abdulkadir Karadeniz, Serpil Kocdar, Lyubka Aleksieva, Roumiana Peytcheva-Forsyth. Students Experiences on Using an Authentication and Authorship Checking System in E-Assessment. Hacettepe University Journal of Education. 2020; ():1-19.

Chicago/Turabian Style

Ana Elena Guerrero-Roldán; M. Elena Rodríguez-González; Abdulkadir Karadeniz; Serpil Kocdar; Lyubka Aleksieva; Roumiana Peytcheva-Forsyth. 2020. "Students Experiences on Using an Authentication and Authorship Checking System in E-Assessment." Hacettepe University Journal of Education , no. : 1-19.

Conference paper
Published: 10 July 2020 in Transactions on Petri Nets and Other Models of Concurrency XV
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In order to attain a good user experience in e-assessment systems, learners should be aware of how they are progressing in the courses and they should feel motivated and engaged. The goal of this paper is to propose an e-assessment system, that aims to increase the self-awareness of learners about the courses’ progress that they are taking, and also to improve the learner’s motivation and engagement. While designing the system, two major design challenges have been identified and addressed. The design challenges include, informing the learners about their progress and making the learners feel motivated to work harder and enhance their learning of the course contents and learning activities. The proposed system informs the learners about their progress and aims to keep them motivated by providing them with minimum grade predictions for the next learning activity they would perform, during the semester of an online course. The learners are also informed of their risk of failing the course throughout the semester. Also, to keep the learners motivated and engaged personalized suggestions are provided by the teachers to enhance the learning of the course. The user experience evaluation of LIS highlights that it has helped the learners to enhance their learning experiences.

ACS Style

Sidra Iftikhar; Ana-Elena Guerrero-Roldán; Enric Mor; David Bañeres. User Experience Evaluation of an e-Assessment System. Transactions on Petri Nets and Other Models of Concurrency XV 2020, 77 -91.

AMA Style

Sidra Iftikhar, Ana-Elena Guerrero-Roldán, Enric Mor, David Bañeres. User Experience Evaluation of an e-Assessment System. Transactions on Petri Nets and Other Models of Concurrency XV. 2020; ():77-91.

Chicago/Turabian Style

Sidra Iftikhar; Ana-Elena Guerrero-Roldán; Enric Mor; David Bañeres. 2020. "User Experience Evaluation of an e-Assessment System." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 77-91.

Journal article
Published: 27 June 2020 in Applied Sciences
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Artificial intelligence has impacted education in recent years. Datafication of education has allowed developing automated methods to detect patterns in extensive collections of educational data to estimate unknown information and behavior about the students. This research has focused on finding accurate predictive models to identify at-risk students. This challenge may reduce the students’ risk of failure or disengage by decreasing the time lag between identification and the real at-risk state. The contribution of this paper is threefold. First, an in-depth analysis of a predictive model to detect at-risk students is performed. This model has been tested using data available in an institutional data mart where curated data from six semesters are available, and a method to obtain the best classifier and training set is proposed. Second, a method to determine a threshold for evaluating the quality of the predictive model is established. Third, an early warning system has been developed and tested in a real educational setting being accurate and useful for its purpose to detect at-risk students in online higher education. The stakeholders (i.e., students and teachers) can analyze the information through different dashboards, and teachers can also send early feedback as an intervention mechanism to mitigate at-risk situations. The system has been evaluated on two undergraduate courses where results shown a high accuracy to correctly detect at-risk students.

ACS Style

David Bañeres; M. Elena Rodríguez; Ana Elena Guerrero-Roldán; Abdulkadir Karadeniz. An Early Warning System to Detect At-risk Students in Online Higher Education. Applied Sciences 2020, 10, 4427 .

AMA Style

David Bañeres, M. Elena Rodríguez, Ana Elena Guerrero-Roldán, Abdulkadir Karadeniz. An Early Warning System to Detect At-risk Students in Online Higher Education. Applied Sciences. 2020; 10 (13):4427.

Chicago/Turabian Style

David Bañeres; M. Elena Rodríguez; Ana Elena Guerrero-Roldán; Abdulkadir Karadeniz. 2020. "An Early Warning System to Detect At-risk Students in Online Higher Education." Applied Sciences 10, no. 13: 4427.

Original article
Published: 26 December 2018 in British Journal of Educational Technology
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Checking the identity of students and authorship of their online submissions is a major concern in Higher Education due to the increasing amount of plagiarism and cheating using the Internet. The literature on the effects of e‐authentication systems for teaching staff is very limited because it is a novel procedure for them. A considerable gap is to understand teaching staff' views regarding the use of e‐authentication instruments and how they impact trust in e‐assessment. This mixed‐method study examines the concerns and practices of 108 teaching staff who used the TeSLA—Adaptive Trust‐based e‐Assessment System in six countries: the UK, Spain, the Netherlands, Bulgaria, Finland and Turkey. The findings revealed some technological, organisational and pedagogical issues related to accessibility, security, privacy and e‐assessment design and feedback. Recommendations are to provide a FAQ and an audit report with results, to raise awareness about data security and privacy, to develop policies and guidelines about fraud detection and prevention, e‐assessment best practices and course team support.

ACS Style

Alexandra Okada; Ingrid Noguera; Lyubka Alexieva; Anna Rozeva; Serpil Kocdar; Francis Brouns; Tarja Ladonlahti; Denise Whitelock; Ana-Elena Guerrero-Roldán. Pedagogical approaches for e‐assessment with authentication and authorship verification in Higher Education. British Journal of Educational Technology 2018, 50, 3264 -3282.

AMA Style

Alexandra Okada, Ingrid Noguera, Lyubka Alexieva, Anna Rozeva, Serpil Kocdar, Francis Brouns, Tarja Ladonlahti, Denise Whitelock, Ana-Elena Guerrero-Roldán. Pedagogical approaches for e‐assessment with authentication and authorship verification in Higher Education. British Journal of Educational Technology. 2018; 50 (6):3264-3282.

Chicago/Turabian Style

Alexandra Okada; Ingrid Noguera; Lyubka Alexieva; Anna Rozeva; Serpil Kocdar; Francis Brouns; Tarja Ladonlahti; Denise Whitelock; Ana-Elena Guerrero-Roldán. 2018. "Pedagogical approaches for e‐assessment with authentication and authorship verification in Higher Education." British Journal of Educational Technology 50, no. 6: 3264-3282.

Letter
Published: 25 July 2018 in Internet Technology Letters
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E‐assessment is a novel form to evaluate learners’ knowledge and skills in online education. Issues concerning security and privacy of learners’ data must be guaranteed. Such issues are discussed under the scope of the TeSLA project, a EU‐funded project that aims at providing learners with an innovative environment that allows them to take assessments remotely, thus avoiding mandatory attendance constraints. In this letter, we outline the main concepts underlying TeSLA in terms of security and privacy of learners’ data. We also report some technical hands‐on experience conducted by members of the consortium during the pilot phases of the project. This article is protected by copyright. All rights reserved.

ACS Style

Xavier Baró-Solé; Ana Elena Guerrero-Roldán; Josep Prieto-Blázquez; Anna Rozeva; Orlin Marinov; Christophe Kiennert; Pierre-Olivier Rocher; Joaquin Garcia-Alfaro; Solé Baró. Integration of an adaptive trust-based e-assessment system into virtual learning environments-The TeSLA project experience. Internet Technology Letters 2018, 1, e56 .

AMA Style

Xavier Baró-Solé, Ana Elena Guerrero-Roldán, Josep Prieto-Blázquez, Anna Rozeva, Orlin Marinov, Christophe Kiennert, Pierre-Olivier Rocher, Joaquin Garcia-Alfaro, Solé Baró. Integration of an adaptive trust-based e-assessment system into virtual learning environments-The TeSLA project experience. Internet Technology Letters. 2018; 1 (4):e56.

Chicago/Turabian Style

Xavier Baró-Solé; Ana Elena Guerrero-Roldán; Josep Prieto-Blázquez; Anna Rozeva; Orlin Marinov; Christophe Kiennert; Pierre-Olivier Rocher; Joaquin Garcia-Alfaro; Solé Baró. 2018. "Integration of an adaptive trust-based e-assessment system into virtual learning environments-The TeSLA project experience." Internet Technology Letters 1, no. 4: e56.

Journal article
Published: 01 July 2018 in The Internet and Higher Education
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This article presents a model for designing e-assessment processes aligned with competences and learning activities. The authors examined assessment in student-centered, competence-based learning in online contexts. We analyzed the importance of alignment for properly selecting the learning activities that best guide students towards the desired level of competence acquisition (i.e. learning outcomes). We explored the leading types of assessment and new opportunities for assessment derived from the use of technologies. The model developed takes advantage of the potential for technologies to go beyond traditional assessment approaches and proposes a classification of e-assessment activities organized by competences. When the model was applied in a real online course, results suggested it can help teachers and students better understand the meaning of competence-based learning and how the formative assessment approach is useful for helping students attain the desired competence levels.

ACS Style

Ana-Elena Guerrero-Roldán; Ingrid Noguera. A model for aligning assessment with competences and learning activities in online courses. The Internet and Higher Education 2018, 38, 36 -46.

AMA Style

Ana-Elena Guerrero-Roldán, Ingrid Noguera. A model for aligning assessment with competences and learning activities in online courses. The Internet and Higher Education. 2018; 38 ():36-46.

Chicago/Turabian Style

Ana-Elena Guerrero-Roldán; Ingrid Noguera. 2018. "A model for aligning assessment with competences and learning activities in online courses." The Internet and Higher Education 38, no. : 36-46.

Review
Published: 01 July 2018 in Computers & Security
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• Learners are both computer users and creators of academic content. • Learner authentication is a two-tier process that comprises identity verification and validation of authorship. • Continuous assessment entails continuous identity and authorship verification. • Effectiveness of e-assessment security strategies is underexplored in literature. • Behavioral biometrics is a promising method that validates both user identity and authorship of the submitted content. The growing scope and changing nature of academic programs provide a challenge to the integrity of testing and examination protocols, prompting academic administrators to re-evaluate the design of learner performance assessment. This article reviews the research on a number of identity and authorship assurance approaches employed to the bolster security of assessment activities.A total of 54 articles, published between 2000 and 2016,were reviewed. Research in the area of learner identity and authorship assurance is important because the award of course credits to unverified entities raises questions over institutional credibility. We argue that learner identity is comprised of two distinct layers: physical and behavioral, where identity and authorship are criteria that both need to be confirmed to maintain a reasonable level of academic integrity.

ACS Style

Alexander Amigud; Joan Arnedo-Moreno; Thanasis Daradoumis; Ana-Elena Guerrero-Roldan. An integrative review of security and integrity strategies in an academic environment: Current understanding and emerging perspectives. Computers & Security 2018, 76, 50 -70.

AMA Style

Alexander Amigud, Joan Arnedo-Moreno, Thanasis Daradoumis, Ana-Elena Guerrero-Roldan. An integrative review of security and integrity strategies in an academic environment: Current understanding and emerging perspectives. Computers & Security. 2018; 76 ():50-70.

Chicago/Turabian Style

Alexander Amigud; Joan Arnedo-Moreno; Thanasis Daradoumis; Ana-Elena Guerrero-Roldan. 2018. "An integrative review of security and integrity strategies in an academic environment: Current understanding and emerging perspectives." Computers & Security 76, no. : 50-70.

Conference paper
Published: 01 March 2018 in INTED2018 Proceedings
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ACS Style

Ingrid Noguera; Ana-Elena Guerrero-Roldan; Roumiana Peytcheva-Forsyth; Blagovesna Yovkova. PERCEPTIONS OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS AND DISABILITIES TOWARDS THE USE OF E-ASSESSMENT IN ONLINE AND BLENDED EDUCATION: BARRIER OR AID? INTED2018 Proceedings 2018, 817 -828.

AMA Style

Ingrid Noguera, Ana-Elena Guerrero-Roldan, Roumiana Peytcheva-Forsyth, Blagovesna Yovkova. PERCEPTIONS OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS AND DISABILITIES TOWARDS THE USE OF E-ASSESSMENT IN ONLINE AND BLENDED EDUCATION: BARRIER OR AID? INTED2018 Proceedings. 2018; ():817-828.

Chicago/Turabian Style

Ingrid Noguera; Ana-Elena Guerrero-Roldan; Roumiana Peytcheva-Forsyth; Blagovesna Yovkova. 2018. "PERCEPTIONS OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS AND DISABILITIES TOWARDS THE USE OF E-ASSESSMENT IN ONLINE AND BLENDED EDUCATION: BARRIER OR AID?" INTED2018 Proceedings , no. : 817-828.

Chapter
Published: 10 February 2018 in Advances on P2P, Parallel, Grid, Cloud and Internet Computing
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Data analyses provide the means for monitoring the quality of academic processes and the means for assessing the fiscal and operational health of an organization. Data-driven decision making can help to empower academic leaders, faculty, and staff with quantitative insights that guide strategies pertaining to enrollment and retention, student support and quality assurance, communication, bullying intervention, academic progress, and academic integrity . However, the integration of analytics into the institutional context is not a trivial process. Much of the analytics approaches discussed in the literature take a theoretical stance outlining main considerations but lacking the pragmatic edge. Our aim in this chapter is to assist academic leaders in undertaking analytics design and implementation. To this end, we synthesize the existing research and propose a procedural framework for integrating data analysis techniques and methods into a process that facilitates data-driven decision making by aligning institutional needs with actionable strategies.

ACS Style

Alexander Amigud; Thanasis Daradoumis; Joan Arnedo-Moreno; Ana-Elena Guerrero-Roldan. A Procedural Learning and Institutional Analytics Framework. Advances on P2P, Parallel, Grid, Cloud and Internet Computing 2018, 27 -46.

AMA Style

Alexander Amigud, Thanasis Daradoumis, Joan Arnedo-Moreno, Ana-Elena Guerrero-Roldan. A Procedural Learning and Institutional Analytics Framework. Advances on P2P, Parallel, Grid, Cloud and Internet Computing. 2018; ():27-46.

Chicago/Turabian Style

Alexander Amigud; Thanasis Daradoumis; Joan Arnedo-Moreno; Ana-Elena Guerrero-Roldan. 2018. "A Procedural Learning and Institutional Analytics Framework." Advances on P2P, Parallel, Grid, Cloud and Internet Computing , no. : 27-46.

Journal article
Published: 01 January 2018 in Computers & Education
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ACS Style

Ingrid Noguera; Ana-Elena Guerrero-Roldán; Ricard Masó. Collaborative agile learning in online environments: Strategies for improving team regulation and project management. Computers & Education 2018, 116, 110 -129.

AMA Style

Ingrid Noguera, Ana-Elena Guerrero-Roldán, Ricard Masó. Collaborative agile learning in online environments: Strategies for improving team regulation and project management. Computers & Education. 2018; 116 ():110-129.

Chicago/Turabian Style

Ingrid Noguera; Ana-Elena Guerrero-Roldán; Ricard Masó. 2018. "Collaborative agile learning in online environments: Strategies for improving team regulation and project management." Computers & Education 116, no. : 110-129.

Conference paper
Published: 17 August 2017 in Advances on P2P, Parallel, Grid, Cloud and Internet Computing
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Managing integrity of continuous and authentic assessments in an open and distance environments is a complex process. The core challenge is to map student identities with their academic work in effective and efficient manners, while preserving privacy, ensuring minimal disruption, minimizing impacts on accessibility and convenience. To address this issue, we have developed a prototype cloud-based application entitled OpenProctor that employs machine-learning techniques to analyze patterns in the learner-produced textual content in order to provide identity and authorship assurance. In contrast to the traditional academic integrity approaches that seek to control the remote learning environment, our method takes advantage of the readily available learner-generated data to analyze how the students go about doing their academic work. We present the framework, the architecture and main functions of the OpenProctor system and discuss the future research directions and plans for the system’s future development.

ACS Style

Alexander Amigud; Joan Arnedo-Moreno; Thanasis Daradoumis; Ana-Elena Guerrero-Roldan. Open Proctor: An Academic Integrity Tool for the Open Learning Environment. Advances on P2P, Parallel, Grid, Cloud and Internet Computing 2017, 8, 262 -273.

AMA Style

Alexander Amigud, Joan Arnedo-Moreno, Thanasis Daradoumis, Ana-Elena Guerrero-Roldan. Open Proctor: An Academic Integrity Tool for the Open Learning Environment. Advances on P2P, Parallel, Grid, Cloud and Internet Computing. 2017; 8 ():262-273.

Chicago/Turabian Style

Alexander Amigud; Joan Arnedo-Moreno; Thanasis Daradoumis; Ana-Elena Guerrero-Roldan. 2017. "Open Proctor: An Academic Integrity Tool for the Open Learning Environment." Advances on P2P, Parallel, Grid, Cloud and Internet Computing 8, no. : 262-273.

Conference paper
Published: 01 July 2017 in 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT)
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The aim of this research project is to evaluate a novel approach to providing academic integrity through behavioral pattern analysis for continuous and on-demand assessments. Our objective is to empower instructors with efficient and automated tools that promote accountability and academic integrity, while providing students with an accessible, non-invasive, privacy preserving and convenient validation of the student-generated academic content. The contributions of the proposed study are threefold: (1) the bridged anonymity gap between learners and instructors, (2) an open source learning technology that enhances academic integrity, and (3) understanding of how the behavioral-based biometric technologies are perceived by students and instructors.

ACS Style

Alexander Amigud; Joan Arnedo-Moreno; Thanasis Daradoumis; Ana-Elena Guerrero-Roldan. A Robust and Non-invasive Strategy for Preserving Academic Integrity in an Open and Distance Learning Environment. 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) 2017, 530 -532.

AMA Style

Alexander Amigud, Joan Arnedo-Moreno, Thanasis Daradoumis, Ana-Elena Guerrero-Roldan. A Robust and Non-invasive Strategy for Preserving Academic Integrity in an Open and Distance Learning Environment. 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT). 2017; ():530-532.

Chicago/Turabian Style

Alexander Amigud; Joan Arnedo-Moreno; Thanasis Daradoumis; Ana-Elena Guerrero-Roldan. 2017. "A Robust and Non-invasive Strategy for Preserving Academic Integrity in an Open and Distance Learning Environment." 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) , no. : 530-532.

Conference paper
Published: 13 May 2017 in Technology Enhanced Assessment
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As the virtualisation of Higher Education increases, a challenge is growing regarding the use of reliable technologies in blended and on-line learning. Continuous evaluation is being combined with final face-to-face examinations aiming to ensure students’ identity. This collides with some universities’ principles, such as: flexibility, mobility or accessibility. Thus, it is necessary to develop an e-assessment system to fully virtually assess students and to help teachers to prevent and detect from illegitimate behaviours (i.e. cheating and plagiarism). The TeSLA project (An Adaptive Trust-based e-assessment System for Learning) is developing the above-mentioned system. During the last eight months the project has been defined in terms of: organisation, pedagogy, privacy and ethics, technologies, quality, and pilot design and evaluation. Currently, the first of the three oncoming pilots is starting.

ACS Style

Ingrid Noguera; Ana-Elena Guerrero-Roldán; M. Elena Rodríguez. Assuring Authorship and Authentication Across the e-Assessment Process. Technology Enhanced Assessment 2017, 86 -92.

AMA Style

Ingrid Noguera, Ana-Elena Guerrero-Roldán, M. Elena Rodríguez. Assuring Authorship and Authentication Across the e-Assessment Process. Technology Enhanced Assessment. 2017; ():86-92.

Chicago/Turabian Style

Ingrid Noguera; Ana-Elena Guerrero-Roldán; M. Elena Rodríguez. 2017. "Assuring Authorship and Authentication Across the e-Assessment Process." Technology Enhanced Assessment , no. : 86-92.

Conference paper
Published: 27 October 2016 in 2016 International Conference on Intelligent Networking and Collaborative Systems (INCoS)
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The common approaches to academic integrity in the e-learning environment are resource-intensive and require technology and/or dedicated invigilation staff to monitor assessment activities. These approaches are observational and often external to the learning spaces where the majority of the instructional content resides. Authentic assessments such as discussions, projects and portfolios may not always undergo the same scrutiny as high-stakes examinations and therefore differ in the level of identity and authorship assurance they provide. In this paper, we propose an integrated approach to enhancing academic integrity of e-assessments. The approach is based on behavioral biometrics and aided by machine-learning techniques. It provides continuous identity and authorship assurance throughout the learning activities within the existing learning space. It can be applied to measure the degree of learner collaboration with peers and interaction with the course content, concurrently verifying learner identity and validating authorship of the academic artifacts. We present the preliminary results and discuss future directions.

ACS Style

Alexander Amigud; Joan Arnedo-Moreno; Thanasis Daradoumis; Ana-Elena Guerrero-Roldan. A Behavioral Biometrics Based and Machine Learning Aided Framework for Academic Integrity in E-Assessment. 2016 International Conference on Intelligent Networking and Collaborative Systems (INCoS) 2016, 255 -262.

AMA Style

Alexander Amigud, Joan Arnedo-Moreno, Thanasis Daradoumis, Ana-Elena Guerrero-Roldan. A Behavioral Biometrics Based and Machine Learning Aided Framework for Academic Integrity in E-Assessment. 2016 International Conference on Intelligent Networking and Collaborative Systems (INCoS). 2016; ():255-262.

Chicago/Turabian Style

Alexander Amigud; Joan Arnedo-Moreno; Thanasis Daradoumis; Ana-Elena Guerrero-Roldan. 2016. "A Behavioral Biometrics Based and Machine Learning Aided Framework for Academic Integrity in E-Assessment." 2016 International Conference on Intelligent Networking and Collaborative Systems (INCoS) , no. : 255-262.

Journal article
Published: 21 July 2016 in International Journal of Emerging Technologies in Learning (iJET)
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On any type of course (on site or online), a learner is evaluated whether he has acquired the knowledge and competences provided in the course. The evaluation should be performed by evaluating his progression by means of the interaction in the classroom or assessment activities. Mostly, assessment activities are used to check the level of expertise of the learner. Typically, the assessment model and assessment activities of subjects in official programmes are the same for all the learners, since they should be evaluated having the same opportunities and conditions. However, when the learner is evaluated based on a continuous assessment model, he is demonstrating on each activity his knowledge and proficiency level and, at the same time, his reputation could be also built based on the actions he is performing within the course. Therefore, the assessment model can be particularly adapted for each learned based on this information. In this paper, we present a general system to adapt any component of the assessment process (model, activity, question…) based on different evidences gathered from the learning process of the learner.

ACS Style

David Baneres; Xavi Baró; Ana-Elena Guerrero-Roldán; M. Elena Rodriguez. Adaptive e-Assessment System: A General Approach. International Journal of Emerging Technologies in Learning (iJET) 2016, 11, 16 -23.

AMA Style

David Baneres, Xavi Baró, Ana-Elena Guerrero-Roldán, M. Elena Rodriguez. Adaptive e-Assessment System: A General Approach. International Journal of Emerging Technologies in Learning (iJET). 2016; 11 (7):16-23.

Chicago/Turabian Style

David Baneres; Xavi Baró; Ana-Elena Guerrero-Roldán; M. Elena Rodriguez. 2016. "Adaptive e-Assessment System: A General Approach." International Journal of Emerging Technologies in Learning (iJET) 11, no. 7: 16-23.

Book chapter
Published: 01 January 2016 in Formative Assessment, Learning Data Analytics and Gamification
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ACS Style

D. Baneres; M. Elena Rodríguez; Ana-Elena Guerrero-Roldán; X. Baró. Towards an Adaptive e-Assessment System Based on Trustworthiness. Formative Assessment, Learning Data Analytics and Gamification 2016, 25 -47.

AMA Style

D. Baneres, M. Elena Rodríguez, Ana-Elena Guerrero-Roldán, X. Baró. Towards an Adaptive e-Assessment System Based on Trustworthiness. Formative Assessment, Learning Data Analytics and Gamification. 2016; ():25-47.

Chicago/Turabian Style

D. Baneres; M. Elena Rodríguez; Ana-Elena Guerrero-Roldán; X. Baró. 2016. "Towards an Adaptive e-Assessment System Based on Trustworthiness." Formative Assessment, Learning Data Analytics and Gamification , no. : 25-47.

Conference paper
Published: 01 September 2015 in 2015 International Conference on Intelligent Networking and Collaborative Systems
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Assessment is an important part of the learning process. The instructor should be able to evaluate whether a learner has acquired the knowledge and competences provided in the course. Moreover, assessment activities also help a learner to check his level of expertise. Typically, the assessment model and assessment activities of subjects in official programmes are the same for all the learners, since they should be evaluated having the same opportunities and conditions. However, when the learner is evaluated by means of a continuous assessment model, he is proving on each activity his knowledge and proficiency level and, at the same time, his reputation could be also built based on the actions he is performing within the course. Therefore, the assessment model can be adapted based on this information. In this paper, we present a general system to adapt the assessment based on different evidences gathered from the learning process of the learner.

ACS Style

David Baneres; Xavier Baro; Ana-Elena Guerrero-Roldán; M. Elena Rodriguez-Gonzalez. Towards a General Adaptive e-Assessment System. 2015 International Conference on Intelligent Networking and Collaborative Systems 2015, 314 -321.

AMA Style

David Baneres, Xavier Baro, Ana-Elena Guerrero-Roldán, M. Elena Rodriguez-Gonzalez. Towards a General Adaptive e-Assessment System. 2015 International Conference on Intelligent Networking and Collaborative Systems. 2015; ():314-321.

Chicago/Turabian Style

David Baneres; Xavier Baro; Ana-Elena Guerrero-Roldán; M. Elena Rodriguez-Gonzalez. 2015. "Towards a General Adaptive e-Assessment System." 2015 International Conference on Intelligent Networking and Collaborative Systems , no. : 314-321.