相关论文: Learning Instructor Intervention from MOOC Forums:…
Generative AI (GenAI) tools are increasingly pervasive, pushing instructors to redesign how students use GenAI tools in coursework. We conceptualize this work as emergency pedagogical design: reactive, indirect efforts by instructors to…
Learning analytics can guide human tutors to efficiently address motivational barriers to learning that AI systems struggle to support. Students become more engaged when they receive human attention. However, what occurs during short…
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…
In massive open online courses (MOOCs), peer grading serves as a critical tool for scaling the grading of complex, open-ended assignments to courses with tens or hundreds of thousands of students. But despite promising initial trials, it…
This work examines the sociotechnical factors that influence the adoption and usage of intelligent tutoring systems in self-directed learning contexts, focusing specifically on adult learners. The study is divided into two parts. First, we…
Massive Open Online Courses (MOOCs) use peer assessment to grade open ended questions at scale, allowing students to provide feedback. Relative to teacher based grading, peer assessment on MOOCs traditionally delivers lower quality feedback…
As more and more face-to-face classes move to online environments, it becomes increasingly important to explore any emerging barriers to students' learning. This work focuses on characterizing student barriers to active learning in…
Real-time and open online course resources of MOOCs have attracted a large number of learners in recent years. However, many new questions were emerging about the high dropout rate of learners. For MOOCs platform, predicting the learning…
We study the problem of inverse reinforcement learning (IRL) with the added twist that the learner is assisted by a helpful teacher. More formally, we tackle the following algorithmic question: How could a teacher provide an informative…
AI-augmented classrooms generate rich teacher and student feedback before graded outcomes become available, yet these signals can be difficult to translate into timely instructional decisions. We propose an interpretable decision layer: a…
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…
Researchers are often challenged with assessing the impact of an intervention on an outcome of interest in situations where the intervention is non-randomised, the intervention is only applied to one or few units, the intervention is…
Programming instructors often conduct collaborative learning activities, such as Peer Instruction (PI), to enhance student motivation, engagement, and learning gains. However, the impact of group discussion and formation mechanisms on…
The study explores whether the use of Twitter in Massive Open Online Courses (MOOCs) promotes the interaction among learners. The social network analysis shows that instructors still play a very central role in the social media…
Student engagement is a key construct for learning and teaching. While most of the literature explored the student engagement analysis on computer-based settings, this paper extends that focus to classroom instruction. To best examine…
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…
Teachers' in-the-moment support is a limited resource in technology-supported classrooms, and teachers must decide whom to help and when during ongoing student work. However, less is known about how students' prior help history (whether…
In this work, we present a novel quantification of conflict in online discussion. Unlike previous studies on conflict dynamics, which model conflict as a binary phenomenon, our measure is continuous-valued, which we validate with manually…
We profiled three aspects of MOOCs from the perspective of viewing behaviors, the most prominent and common ones of MOOC learning. They were learner classification, course attraction, teaching order and learning order. Based on viewing…
Intelligent tutors have proven to be effective in K-12 education, though their impact on adult learners -- especially as a supplementary resource -- remains underexplored. Understanding how adults voluntarily engage with educational…