Online learning has been gaining a broad notoriety in society in the last years. The ease with which users from all over the world can learn is one of its main attractions. MOOCs are one of these technologies, which have enabled users to learn almost any subject of their interest. The use of MOOCs generates a massive amount of data that has been used by researchers with different goals: to predict dropout, predict grades and determine learning styles. Users of MOOCs face several challenges, some of which have been extensively studied. However, there are some of them, such as procrastination, whose study as a determining factor in the failure of such courses has not been addressed in sufficient depth. Through this paper, the influence of procrastination on the failure rates of users in a MOOC has been uncovered. Furthermore, by using process mining, this research has revealed the existence of a pattern of procrastination and the type of material used during study sessions by the users who fail the course. Speclifically, diverse forms of procrastination have been identified, resulting in differing effects on the educational outcomes attained by the user. These findings possess considerable implications, as they underscore the potential worth of detecting specific procrastination patterns to ascertain users who necessitate supplementary support during their educational pursuits within MOOCs.

中文翻译：

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分析和发现语言学习 MOOC 中的拖延模式


在过去的几年里，在线学习在社会上获得了广泛的声誉。来自世界各地的用户可以轻松学习是其主要吸引力之一。MOOC 是这些技术之一，它使用户能够学习几乎他们感兴趣的任何主题。MOOC 的使用会产生大量数据，研究人员出于不同的目标使用这些数据：预测辍学、预测成绩和确定学习风格。MOOC 的用户面临一些挑战，其中一些已经得到了广泛的研究。然而，其中一些，例如拖延症，其作为此类课程失败的决定因素的研究尚未得到足够深入的解决。通过本文，揭示了拖延对 MOOC 中用户失败率的影响。此外，通过使用流程挖掘，这项研究揭示了拖延模式的存在以及课程不及格的用户在学习期间使用的材料类型。具体而言，已经确定了多种形式的拖延，导致对用户获得的教育成果产生不同的影响。这些发现具有相当大的意义，因为它们强调了检测特定拖延模式的潜在价值，以确定在 MOOC 中的教育活动中需要补充支持的用户。