相关论文: Learning Analytics in Massive Open Online Courses

In a Massive Open Online Course (MOOC), predictive models of student behavior can support multiple aspects of learning, including instructor feedback and timely intervention. Ongoing courses, when the student outcomes are yet unknown, must…

As a result of the rapidly advancing digital transformation of teaching, universities have started to face major competition from Massive Open Online Courses (MOOCs). Universities thus have to set themselves apart from MOOCs in order to…

Big data repositories from online learning platforms such as Massive Open Online Courses (MOOCs) represent an unprecedented opportunity to advance research on education at scale and impact a global population of learners. To date, such…

We present a shared data model for enabling data science in Massive Open Online Courses (MOOCs). The model captures students interactions with the online platform. The data model is platform agnostic and is based on some basic core actions…

Automatic analysis of teacher and student interactions could be very important to improve the quality of teaching and student engagement. However, despite some recent progress in utilizing multimodal data for teaching and learning…

Despite the increasing popularity of massive open online courses (MOOCs), many suffer from high dropout and low success rates. Early prediction of student success for targeted intervention is therefore essential to ensure no student is left…

Reading assessments are essential for enhancing students' comprehension, yet many EdTech applications focus mainly on outcome-based metrics, providing limited insights into student behavior and cognition. This study investigates the use of…

The shortage of people trained in STEM fields is becoming acute, and universities and colleges are straining to satisfy this demand. In the case of computer science, for instance, the number of US students taking introductory courses has…

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…

Multimodal Learning Analytics (MMLA) innovations make use of rapidly evolving sensing and artificial intelligence algorithms to collect rich data about learning activities that unfold in physical learning spaces. The analysis of these data…

Massive Open Online Courses (MOOCs) bring together thousands of people from different geographies and demographic backgrounds -- but to date, little is known about how they learn or communicate. We introduce a new content-analysed MOOC…

Student learning activity in MOOCs can be viewed from multiple perspectives. We present a new organization of MOOC learner activity data at a resolution that is in between the fine granularity of the clickstream and coarse organizations…

Massive Open Online Courses (MOOCs) once offered the promise of accessibility and affordability. However, MOOCs typically lack expert feedback and social interaction, and have low student engagement and retention. Thus, alternative programs…

Using learning analytics to investigate and support collaborative learning has been explored for many years. Recently, automated approaches with various artificial intelligence approaches have provided promising results for modelling and…

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…

Massive Open Online Courses (MOOCs) focus on manifold subjects, ranging from social sciences over languages to technical skills, and use different means to train the respective skills. MOOCs that are teaching programming skills aim to…

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,…

In the context of higher education's evolving dynamics post-COVID-19, this paper assesses the impact of new pedagogical incentives implemented in a first-year undergraduate computing module at University College London. We employ a mixed…

Online tools provide unique access to research students' study habits and problem-solving behavior. In MOOCs, this online data can be used to inform instructors and to provide automatic guidance to students. However, these techniques may…

Objective This study is part of a series of initiatives at a UK university designed to cultivate a deep understanding of students' perspectives on analytics that resonate with their unique learning needs. It explores collaborative data…