Predicting the Need for Urgent Instructor Intervention in MOOC Environments

In recent years, massive open online courses (MOOCs) have become universal knowledge resources and arguably one of the most exciting innovations in e-learning environments. MOOC platforms comprise numerous courses covering a wide range of subjects and domains. Thousands of learners around the world enrol on these online platforms to satisfy their learning needs (mostly) free of charge. However, the retention rates of MOOC courses (i.e., those who successfully complete a course of study) are low (around 10% on average); dropout rates tend to be very high (around 90%). The principal channel via which MOOC learners can communicate their difficulties with the learning content and ask for assistance from instructors is by posting in a dedicated MOOC forum. Importantly, in the case of learners who are suffering from burnout or stress, some of these posts require urgent intervention. Given the above, urgent instructor intervention regarding learner requests for assistance via posts made on MOOC forums has become an important topic for research among researchers. Timely intervention by MOOC instructors may mitigate dropout issues and make the difference between a learner dropping out or staying on a course. However, due to the typically extremely high learner-to-instructor ratio in MOOCs and the often-huge numbers of posts on forums, while truly urgent posts are rare, managing them can be very challenging –– if not sometimes impossible. Instructors can find it challenging to monitor all existing posts and identify which posts require immediate intervention to help learners, encourage retention, and reduce the current high dropout rates. The main objective of this research project, therefore, was thus to mine and analyse learners’ MOOC posts as a fundamental step towards understanding their need for instructor intervention. To achieve this, the researcher proposed and built comprehensive classification models to predict the need for instructor intervention. The ultimate goal is to help instructors by guiding them to posts, topics, and learners that require immediate interventions. Given the above research aim the researcher conducted different experiments to fill the gap in literature based on different platform datasets (the FutureLearn platform and the Stanford MOOCPosts dataset) in terms of the former, three MOOC corpora were prepared: two of them gold-standard MOOC corpora to identify urgent posts, annotated by selected experts in the field; the third is a corpus detailing learner dropout. Based in these datasets, different architectures and classification models based on traditional machine learning, and deep learning approaches were proposed. In this thesis, the task of determining the need for instructor intervention was tackled from three perspectives: (i) identifying relevant posts, (ii) identifying relevant topics, and (iii) identifying relevant learners. Posts written by learners were classified into two categories: (i) (urgent) intervention and (ii) (non-urgent) intervention. Also, learners were classified into: (i) requiring instructor intervention (at risk of dropout) and (ii) no need for instructor intervention (completer). In identifying posts, two experiments were used to contribute to this field. The first is a novel classifier based on a deep learning model that integrates novel MOOC post dimensions such as numerical data in addition to textual data; this represents a novel contribution to the literature as all available models at the time of writing were based on text-only. The results demonstrate that the combined, multidimensional features model proposed in this project is more effective than the text-only model. The second contribution relates to creating various simple and hybrid deep learning models by applying plug & play techniques with different types of inputs (word-based or word-character-based) and different ways of representing target input words as vector representations of a particular word. According to the experimental findings, employing Bidirectional Encoder Representations from Transformers (BERT) for word embedding rather than word2vec as the former is more effective at the intervention task than the latter across all models. Interestingly, adding word-character inputs with BERT does not improve performance as it does for word2vec. Additionally, on the task of identifying topics, this is the first time in the literature that specific language terms to identify the need for urgent intervention in MOOCs were obtained. This was achieved by analysing learner MOOC posts using latent Dirichlet allocation (LDA) and offers a visualisation tool for instructors or learners that may assist them and improve instructor intervention. In addition, this thesis contributes to the literature by creating mechanisms for identifying MOOC learners who may need instructor intervention in a new context, i.e., by using their historical online forum posts as a multi-input approach for other deep learning architectures and Transformer models. The findings demonstrate that using the Transformer model is more effective at identifying MOOC learners who require instructor intervention. Next, the thesis sought to expand its methodology to identify posts that relate to learner behaviour, which is also a novel contribution, by proposing a novel priority model to identify the urgency of intervention building based on learner histories. This model can classify learners into three groups: low risk, mid risk, and high risk. The results show that the completion rates of high-risk learners are very low, which confirms the importance of this model. Next, as MOOC data in terms of urgent posts tend to be highly unbalanced, the thesis contributes by examining various data balancing methods to spot situations in which MOOC posts urgently require instructor assistance. This included developing learner and instructor models to assist instructors to respond to urgent MOOCs posts. The results show that models with undersampling can predict the most urgent cases; 3x augmentation + undersampling usually attains the best performance. Finally, for the first time, this thesis contributes to the literature by applying text classification explainability (eXplainable Artificial Intelligence (XAI)) to an instructor intervention model, demonstrating how using a reliable predictor in combination with XAI and colour-coded visualisation could be utilised to assist instructors in deciding when posts require urgent intervention, as well as supporting annotators to create high-quality, gold-standard datasets to determine posts cases where urgent intervention is required

National Entrepreneurship Education Conference 2023: Critical and reflective perspectives on entrepreneurship education. Conference Proceedings

YKTS Yrittäjyyskasvatuspäivät toivotti yrittäjyyskasvatuksen tutkijat, opettajat ja toimijat lämpimästi tervetulleiksi kaksipäiväiseen tapahtumaan Turun yliopiston kauppakorkeakoululle 27.-28.9.2023. Konferenssin tämän vuoden teema oli ”Kriittisiä ja reflektiivisiä näkökulmia yrittäjyyskasvatukseen”. Erityisenä tavoitteena oli haastaa yrittäjyyskasvatuksen vakiintuneita näkemyksiä ja nostaa keskusteluun vähemmälle huomiolle jääneitä kysymyksiä yrittäjyyskasvatuksen päämääristä ja toteuttamisen tavoista ja pyrkiä edistämään yrittäjyyskasvatuksen tutkimusta ja käytäntöä. Tapahtumaan osallistui yhteensä noin 80 yrittäjyyskasvatuksen tutkijaa ja toimijaa, joista noin 15 prosenttia oli kansainvälisiä konferenssiosallistujia. Konferenssissa kuultiin yleisen ohjelman lisäksi yhteensä 34 abstraktiesitystä. Konferenssin pääpuhujina olivat professori Andrew Corbett Babson Collegesta (Boston, US) sekä apulaisprofessori Päivi Siivonen Turun yliopistosta. Professori Corbettin puheenvuoro ”A Critical Reflection on Emotion and the Teaching of an Entrepreneurial Mindset” loi katsauksen tunteisiin ja niiden merkitykseen osana yrittäjyyskasvatusta. Puheenvuorossaan hän korosti positiivisten tunteiden lisäksi myös negatiivisten tunteiden merkitystä yrittäjyyskasvatuksessa. Apulaisprofessori Siivosen puheenvuoro ”Yrittäjämäisiä ja työllistettäviä korkeakoulutettuja kasvattamassa: menestyjiä vai uupuneita suorittajia?” puolestaan toi esille yrittäjämäisen toiminnan ihannointiin liittyvät monenlaiset puolet; vaikka yrittäjyyden ja työllistettävyyden ihanteet on omaksuttu varsin kritiikittömästi korkeakoulusta valmistuneille maistereille keskuudessa, itsensä esittäminen työllistettävänä näyttäytyy kuluttavana. Konferenssin ohjelma sisälsi myös kaksi TalkShowta. Ensimmäinen TalkShow käsitteli korkeakoulutuksen ja työelämän rajapintaan keskittyvää Yrittäjät yliopistossa (Entrepreneurs in Residence) mallia. TalkShowssa Turun yliopiston kauppakorkeakoulun yrittäjät yliopistossa -mallin kunniaopettajat jakoivat omia kokemuksiaan ja näkemyksiään tämän yhteistyön pohjalta. Toinen TalkShow käsitteli yrittäjyysekosysteemin tarpeellisuutta yrittäjyyskasvatuksessa ja laajemmin yrittäjyydessä. TalkShowssa oli puhujina laaja-alaisesti toimijoita eri sektoreilta, mikä teki keskustelusta erittäin vilkasta ja hedelmällistä. Tämä konferenssijulkaisu kokoaa yhteen konferenssiin lähetettyjen ja julkaisuun hyväksyttyjen abstraktien pohjalta työstetyt tutkimuspaperit. Konferenssijulkaisu koostuu yhteensä 12 tutkimusartikkelista, joista 6 on tieteellisiä käsikirjoituksia ja 6 käytännöllisiä kehittämistöitä. Tieteelliset käsikirjoitukset tuovat esille erilaisia näkökulmia yrittäjyyskasvatuksen tutkimukseen. Käytännölliset kehittämistyöt pohjautuvat yrittäjyyteen tai yrittäjyyskasvatukseen liittyviin hankkeisiin tai käytännön case-kuvauksiin. Niiden tavoitteena on tuottaa käytäntöön sovellettavaa tietoa yrittäjyyskasvatuksen toimijoille. Parhaan tieteellisen käsikirjoituksen palkinnon sai Joachim Ramström tutkimusryhmänsä kanssa käsikirjoituksellaan ”Educator's perspective: development of employability competences in venture creation”. Parhaasta käytännöllisestä kehittämistyöstä palkittiin Kirsi Soulamo käsikirjoituksellaan ”Yrittäjyyden esivaiheiden tukeminen Ideasta innovaatioon -opintojaksolla ryhmäcoachingin ja rohkeusinterventioiden avulla”.National Entrepreneurship Education Conference 2023: Critical and reflective perspectives on entrepreneurship education. Conference Proceedings YKTS National Entrepreneurship Education Conference warmly welcomed researchers, educators and actors of entrepreneurship education to a two-day conference at the University of Turku, School of Economics on September 27-28, 2023. The theme of this year's conference was "Critical and reflective perspectives on entrepreneurship education". The aim was to challenge the established views of entrepreneurship education and to discuss questions that have received previously less attention. 80 entrepreneurship education researchers and practitioners participated in the conference, of which about 15 percent were international conference participants. 34 abstract presentations were heard at the conference. The keynote speakers of the conference were professor Andrew Corbett from Babson College (Boston, US) and associate professor Päivi Siivonen from the University of Turku. Professor Corbett's speech "A Critical Reflection on Emotion and the Teaching of an Entrepreneurial Mindset" created an overview of emotions and their importance as part of entrepreneurship education. In his speech, he emphasized the importance of not only positive emotions but also negative emotions in entrepreneurship education. Associate Professor Siivonen's speech "Educating entrepreneurial and employable university graduates: successful or exhausted finishers?" brought out the many aspects related to the idealization of entrepreneurial individuals, pointing out that although the ideals of entrepreneurship and employability have been adopted quite uncritically among university graduates. Moreover, presenting oneself as employable appears to be consuming for individuals. The program also included two TalkShows. The first TalkShow focused on the Entrepreneurs in Residence model, which focuses on the interface of higher education and working life. In the TalkShow, the entrepreneurs and honorary teachers of the University of Turku, School of Economics shared their own experiences and views based on this systemized cooperation. The second TalkShow dealt with the potential necessity of an entrepreneurial ecosystem in entrepreneurship education and in entrepreneurship. TalkShow included a wide range of speakers from different sectors, which made the discussion very lively and fruitful. This conference proceedings publication brings together the full papers sent for evaluation to the conference. The conference publication consists of a total of 12 research articles, of which 6 are scientific manuscripts and 6 are practical development works. Scientific manuscripts bring out different perspectives on the research of entrepreneurship education. The practical development works published in this publication are based on projects or practical case descriptions related to entrepreneurship or entrepreneurship education. Joachim Ramström and his research group with their manuscript "Educator's perspective: development of employability competences in venture creation" received the award for the best scientific manuscript