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The Web has enabled one of the most visible recent developments in education---the deployment of massive open online courses. With their global reach and often staggering enrollments, MOOCs have the potential to become a major new mechanism…
Massive Open Online Courses (MOOCs) exhibit a remarkable heterogeneity of students. The advent of complex "big data" from MOOC platforms is a challenging yet rewarding opportunity to deeply understand how students are engaged in MOOCs. Past…
An exploratory study on social interactions of MOOC students in FutureLearn was conducted, to answer "how can we cluster students based on their social interactions?" Comments were categorized based on how students interacted with them,…
Massive Open Online Courses (MOOCs) offer a new scalable paradigm for e-learning by providing students with global exposure and opportunities for connecting and interacting with millions of people all around the world. Very often, students…
The birth of massive open online courses (MOOCs) has had an undeniable effect on how teaching is being delivered. It seems that traditional in class teaching is becoming less popular with the young generation, the generation that wants to…
Massive Open Online Courses (MOOCs) continue to see increasing enrolment, but only a small percent of enrolees completes the MOOCs. Whilst a lot of research has focused on predicting completion, there is little research analysing the…
The increasing availability of learning activity data in Massive Open Online Courses (MOOCs) enables us to conduct a large-scale analysis of learners' learning behavior. In this paper, we analyze a dataset of 351 million learning activities…
With an expansive and ubiquitously available gold mine of educational data, Massive Open Online courses (MOOCs) have become the an important foci of learning analytics research. The hope is that this new surge of development will bring the…
In this work, we explore video lecture interaction in Massive Open Online Courses (MOOCs), which is central to student learning experience on these educational platforms. As a research contribution, we operationalize video lecture…
With large student enrollment, MOOC instructors face the unique challenge in deciding when to intervene in forum discussions with their limited bandwidth. We study this problem of instructor intervention. Using a large sample of forum data…
A typical problem in MOOCs is the missing opportunity for course conductors to individually support students in overcoming their problems and misconceptions. This paper presents the results of automatically intervening on struggling…
With the development of MOOCs massive open online courses, increasingly more subjects can be studied online. Researchers currently show growing interest in the field of MOOCs, including dropout prediction, cheating detection and achievement…
The substantial growth of online learning, in particular, Massively Open Online Courses (MOOCs), supports research into the development of better models for effective learning. Learner 'confusion' is among one of the identified aspects…
With an expansive and ubiquitously available gold mine of educational data, Massive Open Online courses (MOOCs) have become the an important foci of learning analytics research. In this paper, we investigate potential reasons as to why are…
Massive Open Online Courseware (MOOCs) appeared in 2008 and grew considerably in the past decade, now reaching millions of students and professionals all over the world. MOOCs do not replace other educational forms. Instead, they complement…
Most education and workplace learning takes place in classroom contexts far removed from laboratories or field sites with special arrangements for scientific research. But digital online resources provide a novel opportunity for large scale…
Group tendency is a research branch of computer assisted learning. The construction of good learning behavior is of great significance to learners' learning process and learning effect, and is the key basis of data-driven education…
Studies on massive open online courses (MOOCs) users discuss the existence of typical profiles and their impact on the learning process of the students. However defining the typical behaviors as well as classifying the users accordingly is…
While there is evidence that user-adaptive support can greatly enhance the effectiveness of educational systems, designing such support for exploratory learning environments (e.g., simulations) is still challenging due to the open-ended…
This work is an attempt to discover hidden structural configurations in learning activity sequences of students in Massive Open Online Courses (MOOCs). Leveraging combined representations of video clickstream interactions and forum…