5,205 research outputs found
Your click decides your fate: Inferring Information Processing and Attrition Behavior from MOOC Video Clickstream Interactions
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 clickstreams of students into cognitively plausible higher level
behaviors, and construct a quantitative information processing index, which can
aid instructors to better understand MOOC hurdles and reason about
unsatisfactory learning outcomes. Our results illustrate how such a metric
inspired by cognitive psychology can help answer critical questions regarding
students' engagement, their future click interactions and participation
trajectories that lead to in-video & course dropouts. Implications for research
and practice are discusse
Capturing "attrition intensifying" structural traits from didactic interaction sequences of MOOC learners
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
activities, we seek to fundamentally understand traits that are predictive of
decreasing engagement over time. Grounded in the interdisciplinary field of
network science, we follow a graph based approach to successfully extract
indicators of active and passive MOOC participation that reflect persistence
and regularity in the overall interaction footprint. Using these rich
educational semantics, we focus on the problem of predicting student attrition,
one of the major highlights of MOOC literature in the recent years. Our results
indicate an improvement over a baseline ngram based approach in capturing
"attrition intensifying" features from the learning activities that MOOC
learners engage in. Implications for some compelling future research are
discussed.Comment: "Shared Task" submission for EMNLP 2014 Workshop on Modeling Large
Scale Social Interaction in Massively Open Online Course
The Initial State of Students Taking an Introductory Physics MOOC
As part of a larger research project into massively open online courses
(MOOCs), we have investigated student background, as well as student
participation in a physics MOOC with a laboratory component. Students completed
a demographic survey and the Force and Motion Conceptual Evaluation at the
beginning of the course. While the course is still actively running, we have
tracked student participation over the first five weeks of the eleven-week
course.Comment: Accepted to PERC Proceedings 201
Leveraging video annotations in video-based e-learning
The e-learning community has been producing and using video content for a
long time, and in the last years, the advent of MOOCs greatly relied on video
recordings of teacher courses. Video annotations are information pieces that
can be anchored in the temporality of the video so as to sustain various
processes ranging from active reading to rich media editing. In this position
paper we study how video annotations can be used in an e-learning context -
especially MOOCs - from the triple point of view of pedagogical processes,
current technical platforms functionalities, and current challenges. Our
analysis is that there is still plenty of room for leveraging video annotations
in MOOCs beyond simple active reading, namely live annotation, performance
annotation and annotation for assignment; and that new developments are needed
to accompany this evolution.Comment: 7th International Conference on Computer Supported Education (CSEDU),
Barcelone : Spain (2014
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