Knowledge extraction from courses and online learning activities

Dissertation presented as the partial requirement for obtaining a Master's degree in Data Science and Advanced Analytics, specialization in Business AnalyticsTechnological advancement has led to the increasing use of all types of electronic devices, which causes large volumes of data to be constantly generated and stored in repositories. This growth in data through Information Technology (IT) systems makes it necessary to continue its exploration and analysis to support institutions in the decision-making process. Due to the importance of education in society, this field has been the target of several studies over the years. Taking that into account, and knowing that association rules and regression analysis are among the most popular data mining algorithms for finding the hidden patterns in data, the purpose of this paper is to find exciting trends across courses considering the students’ grades, as well as study if, and to what extent, the student’s learning performance is related to their interaction in moodle. The data used were collected through the netp@ and moodle systems, consisting of all student learning data and activities/logs history. This data belongs to students of all masters who attended the academic years between 2012-2013 and 2020- 2021. We chose Sample, Explore, Modify, Model, and Assess (SEMMA) methodology for the applicability of its steps to accomplish the study’s goals. Through the Partial Least Squares Regression (PLSR) algorithm, it was shown that Gestão do Conhecimento, Metodologias de Investigação and Métodos Descritivos de Data Mining are the most importants courses that affect the grades of Dissertation/Work Project/Intership Report in the Business Intelligence specialization. In addition, according to the predictive model, Metodologias de Investigação was the most important variable for predicting the performance of the Dissertation/Work Project/Internship Report of Information Systems and Technologies Management specialization. Finally, the association rules algorithms used were the Apriori, FP-Growth and Eclat. From their results, it was found that courses with continuous assessment methods achieve better academic performance compared to others. Furthermore, higher levels of online interaction are associated with better achievement

Using an LMS in Teaching English: A Qualitative Content Analysis of Medical Sciences Students’ Evaluations and Suggestions

In this study, I aimed to discover Iranian medical sciences students’ evaluation of using a Learning Management System (LMS) in teaching English and to collect their suggestions for using the system more efficiently. To collect data, I conducted semi-structured interviews with 38 students. The themes emerging from the qualitative content analysis of the students’ responses were (1) technical advantages (accessibility, and online homework bank), (2) educational gains (learning gains, benefits for professors, and professor-student interaction), (3) logistical benefits (optimizing class time, task management, and logistical support), (4) educational shortcomings (limited instruction, correction and feedback, and academic misconduct), (5) technical limitations (Internet problems, and technical glitches), (6) administrative problems (time mismanagement, and logistical challenges), (7) education development (instruction, educational materials, organizing tests, correction and feedback, and quantity and quality of assignments), (8) LMS platform modifications (offline platform, and upgrading the LMS), and (9) logistics improvement (student support, and time management). Based on the findings, the educational officials should consider the educational, technical and logistical requirements of using the LMS in the university programs, use a field-specific LMS or modify the existing one with an eye to the students’ needs, and improve the infrastructure required for using web-based educational technologies

Student Teacher and Lecturer Perceptions of the Use of Asynchronous Discussion Forums, Quizzes and Uploaded Resources for Promoting Critical Thinking

This study examined student teacher and lecturer perceptions of the use of asynchronous discussion forums, quizzes and uploaded resources for promoting critical thinking within a pre-service teacher education programme in Tanzania. Critical thinking is necessary both in life in general, and in education in particular. Critical thinking skills and thinking dispositions help people solve their problems, make rational decisions, evaluate information, guide their beliefs and actions, and improve their reasoning skills. While critical thinking skills influence the ability to carry out a thinking task, thinking dispositions may determine which actions should be carried out, the manner in which they should be carried out, and when they should be carried out. This means that critical thinking is influenced by contextual factors such as time, place, intentions, motivations of the thinker, and subject matter under discussion. However, most of the previous studies have tended to measure the two components of critical thinking separately and use different instruments. This way of measuring critical thinking is incompatible with the current conceptualisation of critical thinking, where critical thinking is understood as a set of related cognitive skills and dispositions. Since critical thinking varies over time and in different places, to get a clearer picture of an individual’s critical thinking, both critical thinking skills and thinking dispositions need to be measured simultaneously using the same instrument in order to offset the influence of contextual factors. Learning management systems (LMS) have tools such as asynchronous discussion forums, and quizzes that can promote critical thinking, especially when conscious planning is considered. Since, these tools have the potential for promoting critical thinking, measuring the evidence of critical thinking manifested in those tools is important. Current instruments measuring critical thinking in tasks related to asynchronous discussion forums do not relate thinking skills such as recall, and comprehension, and dispositional factors to critical thinking. Recall, comprehension and dispositional factors need to be measured in asynchronous discussion forums because they influence critical thinking. This study used sociocultural theory as its theoretical framework. Employing a case study approach, 54 students and 15 lecturers from three public universities in Tanzania participated in a survey. Using sample integration, eight students and six lecturers were selected for focus group discussions and one-to-one interviews. Mixed methods research was used to collect and generate data through surveys, focus group discussions, documentary review, and researcher’s reflective journal. While quantitative data were analysed through SPSS 21, qualitative data were analysed through NVivo 10. Results revealed similarities and differences in critical thinking between students and lecturers, pre-service and in-service student teachers, male and female students, and between younger and older lecturers. The study contributes to knowledge by developing a combined instrument for capturing critical thinking skills and thinking dispositions simultaneously. Another instrument, the RCS-CAIS model is an attempt to show the relationship between critical thinking skills and dispositional factors in tasks related to asynchronous discussion forums. The study contributes to theory by demonstrating that thinking skills are not hierarchical, but are rather overlapping, iterative and multi-directional depending on prevailing circumstances at the time of engaging in a thinking task. Pedagogical and institutional implications of the findings have been discussed. Finally, areas for further research have been suggested

Framing automatic grading techniques for open-ended questionnaires responses. A short survey

The assessment of students' performances is one of the essential components of teaching activities, and it poses different challenges to teachers and instructors, especially when considering the grading of responses to open-ended questions (i.e., short-answers or essays). Open-ended tasks allow a more in-depth assessment of students' learning levels, but their evaluation and grading are time-consuming and prone to subjective bias. For these reasons, automatic grading techniques have been studied for a long time, focusing mainly on short-answers rather than long essays. Given the growing popularity of Massive Online Open Courses and the shifting from physical to virtual classrooms environments due to the Covid-19 pandemic, the adoption of questionnaires for evaluating learning performances has rapidly increased. Hence, it is of particular interest to analyze the recent effort of researchers in the development of techniques designed to grade students' responses to open-ended questions. In our work, we consider a systematic literature review focusing on automatic grading of open-ended written assignments. The study encompasses 488 articles published from 1984 to 2021 and aims at understanding the research trends and the techniques to tackle essay automatic grading. Lastly, inferences and recommendations are given for future works in the Learning Analytics field

Validation of Non-formal MOOC-based Learning: An Analysis of Assessment and Recognition Practices in Europe (OpenCred)

This report presents the outcomes of research, conducted between May 2014 and November 2015, into emerging practices in assessment, credentialisation and recognition in Massive Open Online Courses (MOOCs). Following extensive research on MOOCs in European Member States, it provides a snapshot of how European Higher Education Institutions (HEIs) recognise (or not) non-formal learning (particularly MOOC-based), and how some employers recognise open badges and MOOC certificates for continuing professional development. We analyse the relationship between forms of assessment used and credentials awarded, from badges for self-assessment to ECTS credits for on-site examinations, and consider the implications for recognition. Case studies provide deeper insights into existing practices. The report introduces a model which guides MOOC conveners in positioning and shaping their offers, and also helps institutions and employers to make recognition decisions. It concludes with a set of recommendations to European HEIs and policy makers to enable wider recognition of open learning in higher education and at the workplace.JRC.J.3-Information Societ

Framing automatic grading techniques for open-ended questionnaires responses. A short survey

The assessment of students' performances is one of the essential components of teaching activities, and it poses different challenges to teachers and instructors, especially when considering the grading of responses to open-ended questions (i.e., short-answers or essays). Open-ended tasks allow a more in-depth assessment of students' learning levels, but their evaluation and grading are time-consuming and prone to subjective bias. For these reasons, automatic grading techniques have been studied for a long time, focusing mainly on short-answers rather than long essays. Given the growing popularity of Massive Online Open Courses and the shifting from physical to virtual classrooms environments due to the Covid-19 pandemic, the adoption of questionnaires for evaluating learning performances has rapidly increased. Hence, it is of particular interest to analyze the recent effort of researchers in the development of techniques designed to grade students' responses to open-ended questions. In our work, we consider a systematic literature review focusing on automatic grading of open-ended written assignments. The study encompasses 488 articles published from 1984 to 2021 and aims at understanding the research trends and the techniques to tackle essay automatic grading. Lastly, inferences and recommendations are given for future works in the Learning Analytics field

The introduction of online mathematics assessment as an alternate assessment to facilitate mathematics learning of senior phase deaf and hard of hearing learners

Thesis (DEd)--Stellenbosch University, 2017ENGLISH ABSTRACT : The difficulties Deaf and H/H learners experience during paper and pencil mathematics assessments as a result of reading, interpretation and language obstacles result in their poor performance in school mathematics. Although assessment accommodation and alternate assessments are prescribed by state policies to eliminate these barriers written tests present, it is limited to read aloud and signed instructions. The primary objective of this study was to determine whether Online Mathematics Assessment (OMA) as an alternate assessment for Deaf and Hard of Hearing Learners in the Senior Phase can eliminate obstacles written mathematics tests present. To achieve this goal; it was necessary to investigate the critical characteristics of OMA specifically those that might provide teachers with insights into the cognitive functions of Deaf and H/H learners. Also, such an OMA should possess specific attributes to mediate the learning processes of these students and to eliminate the obstacles paper and pencil assessments present. The OMA were designed making use of the quiz module in Moodle as well as WIRIS and GeoGebra plugins. These test items were based on the function concept and constructed in line with CAPS (2011). The particular learning theories which had the capacity to promote mediation and knowledge construction i.e. Mediated Learning Experience and Socio-Constructivism were utilized within this study. Moreover, this study adopted a qualitative approach to research and used the different cycles of a Participatory Action Research. The empirical data accumulated during this research study included a variety of data collection techniques. The methods employed consisted of interviews, journal entries, student files and field notes. These text units were transcribed and analyzed making use of a qualitative data analysis software called MAXQDA. Through an in-depth analysis of the text units, three main categories surfaced which included Characteristics of OMA, Mediating the learning process and Potential pitfalls. The findings suggest that OMA has the potential to provide teachers with insights into the cognitive functions and dysfunctions of Deaf and H/H learners, and the mediational attributes can enhance these students’ understanding of the function concept.AFRIKAANSE OPSOMMING : Lees, interpretasie en taal probleme wat Dowe en Hardhorende leerders ondervind met geskrewe wiskunde assessering word as ‘n direkte rede beskou hoekom hierdie leerders swak doen in wiskunde. Alhoewel assessering akkommodasie en alternatiewe assessering voorgeskryf word deur regeringsbeleide word dit beperk tot hardop lees en Gebaretaal te gebruik om vrae te verduidelik. Die hoof doel van hierdie studie was om vas te stel of aanlyn wiskunde assessering gebruik kan word as ‘n alternatiewe assessering vir Dowe en Hardhorende leerders in die Senior fase. Ten einde hierdie doel te bereik was dit noodsaaklik om die kritiese eienskappe van aanlyn wiskunde assessering te ondersoek, spesifiek daardie wat onderwysers meer insae sal verskaf aangaande die kognitiewe funksies van Dowe en Hardhorende leerders. Tesame moet hierdie aanlyn wiskunde assessering ook die bemiddeling van onderrig en leer prosesse van Dowe en Hardhorende leerders kan bewerkstellig en sodoende die obstruksies wat geskrewe wiskunde assessering bied uit die weg ruim. Hierdie aanlyn wiskunde assessering was ontwerp deur gebruik te maak van die toets module in Moodle sowel as die WIRIS en GeoGebra toevoegings. Hierdie toetse was gebasseer op die funksie begrip wat in lyn is met die KABV (2011). Die spesifieke leerteorieë wat die vermoeë het om bemiddeling en kennis konstruksie te bevorder, o.a. Bemiddel Leerervaring en Sosio-Konstruktivisme is gebruik in hierdie studie. Verder het hierdie studie ‘n kwalitatiewe benadering van navorsing gevolg en spesifiek die siklusse van Deelnemnede Aksienavorsing gebruik. Empiriese data is ingewin deur die gebruik van verskillende data versamelings tegnieke o.a. persoonlike onderhoude, joernaal inskrywings, student leers en veldnotas. Hierdie teks eenhede is getranskribreer en geanaliseer deur gebruik te maak van ‘n kwalitatiewe data ontledigs sagteware genooem MAXQDA. Deur ‘n in diepte analiese van die teks eenhede het drie kategorieë opgeduik o.a. Eienskappe van aanlyn wiskunde assessring, Bemiddeling van die leerproses en Moontlike slaggate. Die bevindinge stel voor dat aanlyn wiskunde assessering oor die vermoeë beskik om onderwyser insigte te verskaf oor die kognitiewe funksies en disfunksies van Dowe en Hardhorende leerders en die bemiddelings kenmerke wat dit oor beskik kan hierdie leerders se begrip van die funksie konsep verbeter

Alternative to Proctoring in Introductory Statistics Community College Courses

The credibility of unsupervised exams, one of the biggest challenges of e-learning, is currently maintained by proctoring. However, little has been done to determine whether expensive and inconvenient proctoring is necessary. The purpose of this quantitative study was to determine whether the use of security mechanisms, based on the taxonomy of cheating reduction techniques rooted in the fraud triangle theory, can be an effective alternative to proctoring. A quasi-experimental 1 group sequential design was used to answer the research questions whether the format, proctored versus unproctored, order in which the exams are administered, course delivery mode, and instructor make a difference in student performance. The archival scores of 850 Californian community college students on 2 sets of equivalent proctored and unproctored web-based exams in face-to-face, hybrid, and online introductory statistics courses taught by 7 instructors were compared. The format effect was tested with repeated-measures ANOVA; the order, course delivery mode and instructor effects were tested with mixed ANOVA. No significant difference in scores in Set 1, and significantly lower scores on unproctored exams in Set 2 indicated that the used security mechanisms allowed for maintaining the credibility of the exams without proctoring. There was no significant difference in scores across the course delivery modes in both sets and instructors in Set 2, but significant order effect was observed. Further research on order effect was recommended. With the use of the utilized security mechanisms education will get an inexpensive and convenient way to increase the credibility of unsupervised web-based exams, and the society will gain more online college graduates with credentials that reflect their knowledge

E-assessment for learning? Exploring the potential of computer-marked assessment and computer-generated feedback, from short-answer questions to assessment analytics.

This submission draws on research from twelve publications, all addressing some aspect of the broad research question: “Can interactive computer-marked assessment improve the effectiveness of assessment for learning?” The work starts from a consideration of the conditions under which assessment of any sort is predicted to best support learning, and reviews the broader literature of assessment and feedback before considering the potential of computer-based assessment, focusing on relatively sophisticated constructed-response questions, and on the impact of instantaneous, tailored and increasing feedback. A range of qualitative and quantitative research methodologies are used to investigate factors which influence the engagement of distance learners of science with computer-marked assessment and computer-generated feedback. It is concluded that the strongest influence on engagement is the student’s understanding of what they are required to do, including their understanding of the wording of assessment tasks and feedback. Clarity of wording is thus important, as is an iterative design process that allows for improvements to be made. Factors such as cut-off dates can have considerable impact, pointing to the importance of good overall assessment design, and more generally to the power and responsibility that lie in the hands of remote developers of online assessment and teaching. Four of the publications describe research into the marking accuracy and effectiveness of questions to which students give their answer as a short phrase or sentence. Relatively simple pattern-matching software has been shown to give marking accuracy at least as good as that of human markers and more sophisticated computer-marked systems, provided questions are developed on the basis of responses from students at a similar level. However, educators continue to use selected-response questions in preference to constructed-response questions, despite concerns over the validity and authenticity of selected-response questions. Factors contributing to the low take-up of more sophisticated computer-marked tasks are discussed. E-assessment also has the potential to improve the learning experience indirectly by providing information to educators about student engagement and student errors, at either the cohort or individual student level. The effectiveness of these “assessment analytics” is also considered, concluding that they have the potential to provide deep general insight and an early warning of at-risk students