Time-varying Learning and Content Analytics via Sparse Factor Analysis

We propose SPARFA-Trace, a new machine learning-based framework for time-varying learning and content analytics for education applications. We develop a novel message passing-based, blind, approximate Kalman filter for sparse factor analysis (SPARFA), that jointly (i) traces learner concept knowledge over time, (ii) analyzes learner concept knowledge state transitions (induced by interacting with learning resources, such as textbook sections, lecture videos, etc, or the forgetting effect), and (iii) estimates the content organization and intrinsic difficulty of the assessment questions. These quantities are estimated solely from binary-valued (correct/incorrect) graded learner response data and a summary of the specific actions each learner performs (e.g., answering a question or studying a learning resource) at each time instance. Experimental results on two online course datasets demonstrate that SPARFA-Trace is capable of tracing each learner's concept knowledge evolution over time, as well as analyzing the quality and content organization of learning resources, the question-concept associations, and the question intrinsic difficulties. Moreover, we show that SPARFA-Trace achieves comparable or better performance in predicting unobserved learner responses than existing collaborative filtering and knowledge tracing approaches for personalized education

Full Issue: Journal on Empowering Teaching Excellence, Volume 4, Issue 1

The full Spring 2020 issue (Volume 4, Issue 1) of the Journal on Empowering Teaching Excellence

Supporting lifelong learning with Open Educational Resources (OER) among diverse users: motivations for and approaches to learning with different OER

This thesis presents a study which aimed to understand: 1) What motivates and influences learning with Open Educational Resources (OER) among different users, and 2) What role OER play in supporting lifelong learning among different users. The activities of key international organisations promoting lifelong learning as significant in the context of globalisation, combined with the innovative character of OER as high-quality open learning resources, were the reasons for the focus. The aim was to understand the function of OER through exploring motivational aspects, approaches to and contexts of individual learning among users of five different OER: penLearn, OpenSpires, OpenStudy, METU OpenCourseWare and Wolne Lektury. A case study approach allowed the focus on the uniqueness of specific OER. Semi-structured interviews and virtual output collection were triangulated as data gathering methods. Interviews were analysed using the Miles and Huberman’s (1994) qualitative framework and output - using Preece et al.’s (2002) thematic analysis guidelines. Results show OER as not only resources but learning environments supporting ‘expansion of human learning’ (COL, 2011:2) through being accessible free-of-charge, openly, without registrations, exams; providing various subjects, levels and formats suitable for users with different needs, disabilities, interests and resources. OER support wider access to and inclusion in learning, empowering individuals in directing their learning, especially 9 during transitions or ‘critical periods’ (Knowles, 1973). OER users emerged as motivated by various online and offline factors related to supporting formal education or non-formal learning, and exchanging expertise or support. Even if linked to supporting formal goals, learning, participation and communication within OER are motivated intrinsically, by interest, knowledge, curiosity, enjoyment and appreciation of learning, subject or interactions. OER help foster positive attitudes to learning and teaching as flexible and innovative possibilities of skills development and re-using OER are valued by learners, educators and organisations using OER to promote their missions

Government and sector-level tertiary e-learning initiatives

This report gives an overview of the literature published between 2004 and 2013 relating to government and sector-level tertiary e-learning initiatives in New Zealand, Australia, Canada, the United Kingdom, and the United States. Key findings The key findings of this annotated bibliography are: New Zealand established the e-Collaborative Development Fund (e-CDF) in 2003. The e-CDF improved e-learning systems and the capability of participating institutions, but did not do so for staff and there were no immediate or lasting benefits for the sector as a whole. The e-CDF was disestablished as part of the Government’s rationalisation of funding streams in 2008.  The Tertiary Accord of New Zealand involves several polytechnics co-developing and co-hosting e-learning programmes. New Zealand institutions are also involved in MOOCs and other international consortia including playing a leading role in establishing the OER universitas initiative. Australia had fewer government tertiary e-learning initiatives than the other jurisdictions. Australia’s Flexible Learning Framework involved the Commonwealth and state/territory governments working with the vocational training and education sector. The Framework was successful in content development, but less so in staff and systems development. Australia has a MOOC consortium run by Open Universities Australia. The Australasian Council on Open, Distance and E-learning includes all the New Zealand universities and the University of the South Pacific. That initiative has led to a set of e-learning benchmarking guidelines. In Canada the federal government tertiary e-learning initiatives appear to have all been disestablished. But those operating at the provincial level have lasted longer. For example, British Columbia successfully established a province-wide virtual campus. At a sector-level, the Canadian Virtual University allows students to mix, match, and transfer courses between members. The UK had more government tertiary e-learning initiatives than the other jurisdictions probably because they had a dedicated agency, the Joint Information Services Committee (JISC), to support them. JISC’s initiatives included a series of effective practice guides, standards development, managing and developing the JANET network, and a substantial research and publication programme. Other UK government tertiary e-learning initiatives include a code of practice developed by their Quality Assurance Agency and “Learn Direct” which is targeted at the workplace. The UK has a MOOC consortium led by the Open University. In the US, the federal government has dedicated strategies and plans for e-learning and also supports content development. Their inter-state initiatives allow students to study degree-level provision in states outside their home one. While many US state governments have been active in e-learning, Florida, New York, and Texas appear to have the largest number of initiatives – including virtual campuses and a course redesign project. The major difference between the US and the other jurisdictions is the strong involvement of non-government organisations which run national surveys, support MOOC and workplace e-learning initiatives, and provide resources and support for institutional e-learning efforts. The UK government is the only one that has supported a formal OER programme. There are a number of large international OER consortia including the OpenCourseWare consortium, GLOBE, and OER Commons. One of the core roles of these consortia is to act as OER repositories, but they also share and develop materials, knowledge, and expertise. The scale of MOOCs is unprecedented with the three largest consortia (Coursera, edX, and Udacity) having millions of enrolments. Unlike previous online learning ventures, these consortia were established by US elite institutions. Coursera and edX are also partnering with state governments to support their tertiary education efforts. Some commentators think MOOCs will have a large impact on tertiary education because of their ability to ‘unbundle’ teaching and learning processes and services, provide more customised courses, extend institutional presence and reach, allow economies of scale to be achieved, and make large amounts of detailed data available to support an improvement in learner support, performance, and outcomes. Critics of MOOCs cite the lack of an established business model and revenue streams as well as the lack of accreditation, staff resistance, and the uncertainties about how they would be appropriately quality assured. They also point to the very low completion rates in MOOCs which may not be sustainable. They note that many MOOC learners already hold a degree or postgraduate qualification rather than being new students. A smaller group, while agreeing that there is unlikely to be a large short-term impact, thinks MOOCs are too new for their longer-term effects to be predicted with certainty

A Guide to Authentic e-Learning

Part of the groundbreaking Connecting with e-Learning series, A Guide to Authentic e-Learning provides effective, working examples to engage learners with authentic tasks in online settings. As technology continues to open up possibilities for innovative and effective teaching and learning opportunities, students and teachers are no longer content to accept familiar classroom or lecture-based pedagogies that rely on information delivery and little else. Situated and constructivist theories advocate that learning is best achieved in circumstances resembling the real-life application of knowledge. While there are multiple learning design models that share similar foundations, authentic e-learning tasks go beyond process to become complex, sustained activities that draw on realistic situations to produce realistic outcomes

Counselor Education and the Delivery of Telemental Health Services

Among practitioners of professional counseling, the adoption of live videoconferencing, also known as telemental health (TMH), as a means to deliver distance counseling services went mainstream in 2020 as a result of the COVID-19 pandemic. Until then, this medium was primarily for clients who lived in remote areas or could not attend in-person sessions. A debate over the merits of TMH within the counseling profession has existed since the 1970s. In the early years of the 21st century, interest in TMH renewed as the service became affordable for most people. Yet, there is scant documentation addressing the training of professional counselors in the practice of TMH. Thus, the purpose of this study is to identify how two of CACREP’s technology standards influence a counselor’s beliefs, opinions, and attitudes toward TMH. A survey developed for this study was administered to 277 respondents who represented master’s students, doctoral students, and licensed professional counselors. The responses, analyzed using structural equation modeling analysis, suggest that the two CACREP technology standards have a small direct influence on the decision to provide TMH services except when they are moderated by technological competence and clinical experience

Program Construction Examples in Computer Science Education: From Static Text to Adaptive and Engaging Learning Technology

My dissertation is situated in the field of computer science education research, specifically, the learning and teaching of programming. This is a critical area to be studied, since, primarily, learning to program is difficult, but also, the need for programming knowledge and skills is growing, now more than ever. This research is particularly focused on how to support a student's acquisition of program construction skills through worked examples, one of the best practices for acquiring cognitive skills in STEM areas. While learning from examples is superior to problem-solving for novices, it is not recommended for intermediate learners with sufficient knowledge, who require more attention to problem-solving. Thus, it is critical for example-based learning environments to adapt the amount and type of assistance given to the student's needs. This important matter has only recently received attention in a few select STEM areas and is still unexplored in the programming domain. The learning technologies used in programming courses mostly focus on supporting student problem-solving activities and, with few exceptions, examples are mostly absent or presented in a static, non-engaging form. To fill existing gaps in the area of learning from programming examples, my dissertation explores a new genre of worked examples that are both adaptive and engaging, to support students in the acquisition of program construction skills. My research examines how to personalize the generation of examples and how to determine the best sequence of examples and problems, based on the student's evolving level of knowledge. It also includes a series of studies created to assess the effectiveness of the proposed technologies and, more broadly, to investigate the role of worked examples in the process of acquiring programming skills. Results of our studies show the positive impact that examples have on student engagement, problem-solving, and learning. Adaptive technologies were also found to be beneficial: The adaptive generation of examples had a positive impact on learning and problem-solving performance. The adaptive sequencing of examples and problems engaged students more persistently in activities, resulting in some positive effects on learning

Self-Directed Learning

This book on self-directed learning (SDL) is devoted to original academic scholarship within the field of education, and is the 6th volume in the North-West University (NWU) SDL book series. In this book the authors explore how self-directed learning can be considered an imperative for education in a complex modern society. Although each chapter represents independent research in the field of self-directed learning, the chapters form a coherent contribution concerning the scholarship of self-directed learning, and specifically the effect of environmental and praxis contexts on the enhancement of self-directed learning in a complex society. The publication as a whole provides diverse perspectives on the importance of self-directed learning in varied contexts. Scholars working in a wide range of fields are drawn together in this scholarly work to present a comprehensive dialogue regarding self-directed learning and how this concept functions in a complex and dynamic higher education context. This book presents a combination of theory and practice, which reflects selected conceptual dimensions of self-directed learning in society, as well as research-based findings pertaining to current topical issues relating to implementing self-directed learning in the modern world. The varied methodologies provide the reader with different and balanced perspectives, as well as varied and innovative ideas on how to conduct research in the field of self-directed learning