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The high level of attrition and low rate of certification in Massive Open Online Courses (MOOCs) has prompted a great deal of research. Prior researchers have focused on predicting dropout based upon behavioral features such as student…
With the rapid emergence of K-12 online learning platforms, a new era of education has been opened up. It is crucial to have a dropout warning framework to preemptively identify K-12 students who are at risk of dropping out of the online…
With the rise of online eTextbooks and Massive Open Online Courses (MOOCs), a huge amount of data has been collected related to students' learning. With the careful analysis of this data, educators can gain useful insights into the…
We study user behavior in the courses offered by a major Massive Online Open Course (MOOC) provider during the summer of 2013. Since social learning is a key element of scalable education in MOOCs and is done via online discussion forums,…
We study student behavior and performance in two Massive Open Online Courses (MOOCs). In doing so, we present two frameworks by which video-watching clickstreams can be represented: one based on the sequence of events created, and another…
Techniques for clustering student behaviour offer many opportunities to improve educational outcomes by providing insight into student learning. However, one important aspect of student behaviour, namely its evolution over time, can often…
This paper introduces novel methods for preparing and analyzing student interaction data extracted from course management systems like Moodle to facilitate process mining, like the creation of graphs that show the process flow. Such graphs…
Individual behavioral engagement is an important indicator of active learning in collaborative settings, encompassing multidimensional behaviors mediated through various interaction modes. Little existing work has explored the use of…
As online courses become the norm in the higher-education landscape, investigations into student performance between students who take online vs on-campus versions of classes become necessary. While attention has been given to looking at…
Offline policy learning aims to discover decision-making policies from previously-collected datasets without additional online interactions with the environment. As the training dataset is fixed, its quality becomes a crucial determining…
Massive open online courses (MOOC) describe platforms where users with completely different backgrounds subscribe to various courses on offer. MOOC forums and discussion boards offer learners a medium to communicate with each other and…
In collaborative learning, learners coordinate to enhance each of their learning performances. From the perspective of any learner, a critical challenge is to filter out unqualified collaborators. We propose a framework named meta…
Analysis of log data generated by online educational systems is an essential task to better the educational systems and increase our understanding of how students learn. In this study we investigate previously unseen data from Clio Online,…
The Massive Open Online Course (MOOC) has expanded significantly in recent years. With the widespread of MOOC, the opportunity to study the fascinating courses for free has attracted numerous people of diverse educational backgrounds all…
Digital learning environments generate a precise record of the actions learners take as they interact with learning materials and complete exercises towards comprehension. With this high quantity of sequential data comes the potential to…
Web usage mining: automatic discovery of patterns in clickstreams and associated data collected or generated as a result of user interactions with one or more Web sites. This paper describes web usage mining for our college log files to…
The study in interaction patterns between students in on-campus and MOOC-style online courses has been broadly studied for the last 11 years. Yet there remains a gap in the literature comparing the habits of students completing the same…
Learning analytics research increasingly studies classroom learning with AI-based systems through rich contextual data from outside these systems, especially student-teacher interactions. One key challenge in leveraging such data is…
We examine the process of engineering features for developing models that improve our understanding of learners' online behavior in MOOCs. Because feature engineering relies so heavily on human insight, we argue that extra effort should be…
Curiosity is a vital metacognitive skill in educational contexts, leading to creativity, and a love of learning. And while many school systems increasingly undercut curiosity by teaching to the test, teachers are increasingly interested in…