A LEARNER INTERACTION STUDY OF DIFFERENT ACHIEVEMENT GROUPS IN MPOCS WITH LEARNING ANALYTICS TECHNIQUES

The purpose of this study was to conduct data-driven research by employing learning analytics methodology and Big Data in learning management systems (LMSs), and then to identify and compare learners’ interaction patterns in different achievement groups through different course processes in Massive Private Online Courses (MPOCs). Learner interaction is the foundation of a successful online learning experience. However, the uncertainties about the temporal and sequential patterns of online interaction and the lack of knowledge about using dynamic interaction traces in LMSs have prevented research on ways to improve interactive qualities and learning effectiveness in online learning. Also, most research focuses on the most popular online learning organization form, Massive Open Online Courses (MOOCs), and little online learning research has been conducted to investigate learners’ interaction behaviors in another important online learning organization form: MPOCs. To fill these needs, the study pays attention to investigate the frequent and effective interaction patterns in different achievement groups as well as in different course processes, and attaches importance to LMS trace data (log data) in better serving learners and instructors in online learning. Further, the learning analytics methodology and techniques are introduced here into online interaction research. I assume that learners with different achievements express different interaction characteristics. Therefore, the hypotheses in this study are: 1) the interaction activity patterns of the high-achievement group and the low-achievement group are different; 2) in both groups, interaction activity patterns evolve through different course processes (such as the learning process and the exam process). The final purpose is to find interaction activity patterns that characterize the different achievement groups in specific MPOCs courses. Some learning analytics approaches, including Hidden Markov models (HMMs) and other related measures, are taken into account to identify frequently occurring interaction activity sequence patterns of High/Low achievement groups in the Learning/Exam processes under MPOCs settings. The results demonstrate that High-achievement learners especially focused on content learning, assignments, and quizzes to consolidate their knowledge construction in both Learning and Exam processes, while Low-achievement learners significantly did not perform the same. Further, High-achievement learners adjusted their learning strategies based on the goals of different course processes; Low-achievement learners were inactive in the learning process and opportunistic in the exam process. In addition, despite achievements or course processes, all learners were most interested in checking their performance statements, but they engaged little in forum discussion and group learning. In sum, the comparative analysis implies that certain interaction patterns may distinguish the High-achievement learners from the Low-achievement ones, and learners change their patterns more or less based on different course processes. This study provides an attempt to conduct learner interaction research by employing learning analytics techniques. In the short term, the results will give in-depth knowledge of the dynamic interaction patterns of MPOCs learners. In the long term, the results will help learners to gain insight into and evaluate their learning, help instructors identify at-risk learners and adjust instructional strategies, help developers and administrators to build recommendation systems based on objective and comprehensive information, all of which in turn will help to improve the achievements of all learner groups in specific MPOC courses

Análisis de la deserción en los SPOOCs a partir de la retroalimentación digital y la interacción sincrónica y asincrónica

Los SPOOCs (por sus siglas en inglés Self Paced Online'Open Curses) han revolucionado el sistema de enseñanza debido a que se pueden realizar al propio ritmo del estudiante y tienen ventajas como: la ausencia de pagos, flexibilidad de horarios, acceso digital y falta de requerimientos previos al momento de la inscripción. Sin embargo, la cantidad de estudiantes que no logran terminar un curso alcanza el 61 %. Existen diferentes razones relacionadas con la deserción en los SPOOCs, según la literatura, la retroalimentación y la interacción son variables que pueden tener un impacto significativo en la disminución de la deserción del curso, ya que estas desarrollan positivamente aspectos emocionales y motivacionales de los estudiantes de cursos de educación virtual. Las herramientas escogidas para la interacción fueron ChatBot y Foro a la vez que para retroalimentación se escogieron videos y textos aclaratorios, para la primera variable se tuvo en cuenta que los más jóvenes tienen preferencia por una comunicación sincrónica y los mayores prefieren comunicaciones asincronas, para la segunda variable se buscaron herramientas que respondieran a las formas de aprendizaje de lecto-escritura, visual y auditiva. El resultado de la investigación suponía hallar una relación significativa entre una combinación de estas herramientas y la deserción, para lograr esto, se siguió un diseño factorial 2x2 que implicaba el desarrollo de 8 SPOOCs con la misma temática (Pronósticos de Ventas) donde cada uno contaba con una combinación diferente de herramientas. El proceso de creación se constituyó a partir de la definición del Avatar, la estructuración de los cursos en la plataforma MOODLE y el reclutamiento digital, el desarrollo se basó en un análisis inferencial con pruebas Log Lineal y de hipótesis, soporte en terceros especializados y publicidad digital. Una vez cada SPOOC había sido configurado correctamente y contaba con los estudiantes necesarios, se definió un tiempo de duración de 4 semanas para la realización del curso donde se verificaba semanalmente el correcto funcionamiento de la plataforma, las validaciones semanales permitían hacerle seguimiento al avance de los estudiantes en los cursos e identificar oportunidades de mejora para el curso comprobatorio. El análisis de los resultados de los 8 cursos arrojó que un curso con la presencia de ChatBot y retroalimentación por video tenía el mayor impacto en la disminución de la deserción, esto se validó a partir de un análisis inferencial que se componía de tres fases; experimental, relacional-causal y longitudinal, esto permitió validar apropiadamente los niveles de significancia existentes entre las variables abordadas y la disminución de la deserción, todo esto haciendo uso del programa SPSS. Un curso comprobatorio constituyó el final de esta investigación, esto fue importante para validar que la combinación de herramientas que disminuía la deserción fuese verídica, el curso mantuvo los mismos parámetros de los cursos iniciales y se hicieron algunas correcciones no significativas de contenido con el fin de mantener la ecuanimidad de la investigación.SPOOCs (Self-Paced Online Open Courses) have revolutionized the learning system since they can be done at the student's pace and have other advantages like not having a fee, being flexible with people's schedules, being available digitally and not having any requirements for enrolment. However, a large portion of students, reaching as high as 60%, do not get to finish the course. There are numerous reasons related to the desertion of SPOOCs. According to literature, feedback and interaction are variables that have a significant impact in the reduction of this desertion. This is because they develop positive emotional and motivational aspects in the students of the online courses. In this research, the tools chosen were a ChatBot and Forums. For clarifying feedback videos and text were presented. The first variable that was considered was that younger people have a preference in synchronous communication while older people have a preference in asynchronous communication. For the second variable different tools were found that would respond to learning styles for reading, writing, visual and listening. The results hoped to find a significant relation between the combinations of these tools and the desertion of the students. To accomplish this, a 2x2 factorial design that involved the development of 8 SPOOCs with the same theme “Sales Prognostics” each one having a different tool combination. The creation process began from the definition of an Avatar, the making of the courses in the MOODLE platform and the digital recruitment. This creation process was based on a inferential analysis with Log Lineal and hypothesis tests, specialized third party support and digital publicity. A duration time of 4 weeks was set once each SPOOC was correctly arranged and had the right number of students was enrolled. A weekly check was performed for the functions of the platform. These weekly checks allowed to follow up the progress of the students in the course and identify improvement opportunities that were added in the evidential course. An analysis was made of the results of the 8 courses. It determined that the presence of a ChatBot and video feedback had the biggest impact in the decrease of desertion. This was validated through an inferential longitudinal analysis that comprised three stages; experimental, casual-relational, and longitudinal. This analysis allowed to properly valídate the existing significance levels between the different types of used variables and the reduction of desertion. This analysis was all done using the software SPSS. An evidential course established the end of the investigation which was important to valídate that the combination of tools that were stablished to reduce desertion were effective and true. The course maintained the same parameters as the initial courses and some non-significant content corrections were made with the purpose of maintain the equanimity of the investigation.Ingeniero (a) IndustrialPregrad

MOOCs: Expectations and Reality

This comprehensive study of MOOCs from the perspective of institutions of higher education includes an investigation of definitions and characteristics of MOOCs, their origins, institutional goals for developing and delivering MOOCs, how MOOC data is being used, a review of MOOC resource requirements and costs, and a compilation of ideas from 83 interviewees about MOOCs and the future of higher education. We identify six major goals for MOOC initiatives and assess the evidence regarding whether these goals are being met, or are likely to be in the future

Enhancing Free-text Interactions in a Communication Skills Learning Environment

Learning environments frequently use gamification to enhance user interactions.Virtual characters with whom players engage in simulated conversations often employ prescripted dialogues; however, free user inputs enable deeper immersion and higher-order cognition. In our learning environment, experts developed a scripted scenario as a sequence of potential actions, and we explore possibilities for enhancing interactions by enabling users to type free inputs that are matched to the pre-scripted statements using Natural Language Processing techniques. In this paper, we introduce a clustering mechanism that provides recommendations for fine-tuning the pre-scripted answers in order to better match user inputs

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The 4IR has become an overarching framework within which education systems, including teacher education, are operating. Contingent upon the ideology of neo-liberalism, the 4IR seeks to transform societies in ways which respond to the relentless developments in technology, the Internet and digital capacities which, by design and intent, are purposed at increasing both productivity and the associated quality while at the same time reducing human intervention in the same processes. In teacher education, how we teach and train student teachers will be substantially influenced by the imperatives of the 4IR. There are multiple unresolved questions as the 4IR takes centre stage. For example, what will it mean for teaching and learning in schools that have severe technological and digital deficits; for teachers and students who have minimal technological literacies; for delivering high-quality teaching and learning; for transforming both the content and pedagogies of teacher education and, above all, for delivering socially just educational experiences for all our learners, regardless of class, race, and privilege. The discourse of the 4IR is contemporary and requires multiple perspectives to explore what it means in different contexts and settings, the understandings it engenders in people, what it implies across a wide range of educational decision-making levels, and that its fundamental assumptions cohere with national and societal assumptions about equality, equity and social justice. Multiple methodological approaches were utilised in the interrogation of the idea of the 4IR in teacher education in South Africa, including theoretical, empirical, and small-scale case studies, amongst others. The data these approaches provide are equally valued based on the purposes for which they have been derived

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Using Active Learning to Teach Critical and Contextual Studies: One Teaching Plan, Two Experiments, Three Videos.

Since the 1970s, art and design education at UK universities has existedas a divided practice; on the one hand applying active learning in thestudio and on the other hand enforcing passive learning in the lecturetheatre. As a result, art and design students are in their vast majorityreluctant about modules that may require them to think, read and writecritically during their academic studies. This article describes, evaluatesand analyses two individual active learning experiments designed todetermine if it is possible to teach CCS modules in a manner thatencourages student participation. The results reveal that opting foractive learning methods improved academic achievement, encouragedcooperation, and enforced an inclusive classroom. Furthermore, andcontrary to wider perception, the article demonstrates that activelearning methods can be equally beneficial for small-size as well aslarge-size groups

The 4IR and teacher education in South Africa:

The 4IR has become an overarching framework within which education systems, including teacher education, are operating. Contingent upon the ideology of neo-liberalism, the 4IR seeks to transform societies in ways which respond to the relentless developments in technology, the Internet and digital capacities which, by design and intent, are purposed at increasing both productivity and the associated quality while at the same time reducing human intervention in the same processes. In teacher education, how we teach and train student teachers will be substantially influenced by the imperatives of the 4IR. There are multiple unresolved questions as the 4IR takes centre stage. For example, what will it mean for teaching and learning in schools that have severe technological and digital deficits; for teachers and students who have minimal technological literacies; for delivering high-quality teaching and learning; for transforming both the content and pedagogies of teacher education and, above all, for delivering socially just educational experiences for all our learners, regardless of class, race, and privilege. The discourse of the 4IR is contemporary and requires multiple perspectives to explore what it means in different contexts and settings, the understandings it engenders in people, what it implies across a wide range of educational decision-making levels, and that its fundamental assumptions cohere with national and societal assumptions about equality, equity and social justice. Multiple methodological approaches were utilised in the interrogation of the idea of the 4IR in teacher education in South Africa, including theoretical, empirical, and small-scale case studies, amongst others. The data these approaches provide are equally valued based on the purposes for which they have been derived