Towards Student Engagement Analytics: Applying Machine Learning to Student Posts in Online Lecture Videos

The use of online learning environments in higher education is becoming ever more prevalent with the inception of MOOCs (Massive Open Online Courses) and the increase in online and flipped courses at universities. Although the online systems used to deliver course content make education more accessible, students often express frustration with the lack of assistance during online lecture videos. Instructors express concern that students are not engaging with the course material in online environments, and rely on affordances within these systems to figure out what students are doing. With many online learning environments storing log data about students usage of these systems, research into learning analytics, the measurement, collection, analysis, and reporting data about learning and their contexts, can help inform instructors about student learning in the online context. This thesis aims to lay the groundwork for learning analytics that provide instructors high-level student engagement data in online learning environments. Recent research has shown that instructors using these systems are concerned about their lack of awareness about student engagement, and educational psychology has shown that engagement is necessary for student success. Specifically, this thesis explores the feasibility of applying machine learning to categorize student posts by their level of engagement. These engagement categories are derived from the ICAP framework, which categorizes overt student behaviors into four tiers of engagement: Interactive, Constructive, Active, and Passive. Contributions include showing what natural language features are most indicative of engagement, exploring whether this machine learning method can be generalized to many courses, and using previous research to develop mockups of what analytics using data from this machine learning method might look like

A Preliminary Study of Integrating Flipped Classroom strategy for Classical Chinese Learning

[[abstract]]This is a multiphase study which aims to investigate how to provide learners with an method to acquire classical Chinese through integrating mobile technology with the flipped classroom approach. Currently, in the first phase of study, the researcher adopts informant design through questionnaire survey to understand students' and instructors' perceptions of using mobile learning devices for classical Chinese learning, and afterwards the researcher constructs the system based on the pilot results. The pilot questionnaire results, structure of the developed mobile learning system and the practical application of the developed system for classical Chinese teaching and learning are described in the paper.[[notice]]補正完

E-Learning Research Report 2017. Analysis of the main topics in research indexed articles

The E-learning Research Report 2017 was written by the Universitat Oberta de Catalunya's eLearn Center. Its primary goal is to report on the e-learning subject areas that have been most researched in impact publications during 2017. The information should be useful for researchers, research groups and educational institutions interested in e-learning and digital education.L'informe E-learning Research 2017 està elaborat per l'eLearn Center de la Universitat Oberta de Catalunya. La finalitat principal de l'informe és donar a conèixer quines són les temàtiques sobre l'e-learning que més s'han investigat en les publicacions d'impacte durant l'any 2017. És una informació que vol ser rellevant per a investigadors/es, grups de recerca i institucions d'educació interessades en l'e-learning i l'educació digital.El informe E-learning Research 2017 está elaborado por el eLearn Center de la UOC. La finalidad principal del informe es dar a conocer las temáticas sobre e-learning que más se han investigado en las publicaciones de impacto durante el año 2017. Es una información que quiere ser relevante para investigadores/es, grupos de investigación e instituciones de educación interesadas en el e-learning y la educación digital

Learn Languages, Explore Cultures, Transform Lives

Selected Papers from the 2015 Central States Conference on the Teaching of Foreign Languages Aleidine J. Moeller, Editor 1. Creating a Culture-driven Classroom One Activity at a Time — Sharon Wilkinson, Patricia Calkins, & Tracy Dinesen 2. The Flipped German Classroom — Theresa R. Bell 3. Engaging Learners in Culturally Authentic Virtual Interactions —Diane Ceo-Francesco 4. Jouney to Global Competence: Learning Languages, Exploring Cultures, Transforming Lives — J. S. Orozco-Domoe 5. Strangers in a Strange Land: Perceptions of Culture in a First-year French Class — Rebecca L. Chism 6. 21st Century World Language Classrooms: Technology to Support Cultural Competence — Leah McKeeman & Blanca Oviedo 7. Effective Cloud-based Technologies to Maximize Language Learning — Katya Koubek & John C. Bedward 8. An Alternative to the Language Laboratory: Online and Face-to-face Conversation Groups — Heidy Cuervo Carruthers 9. Free Online Machine Translation: Use and Perceptions by Spanish Students and Instructors —Jason R. Jolley & Luciane Maimone 10. A Corpus-based Pedagogy for German Vocabulary — Colleen Neary-Sundquist 11. Grammar Teaching Approaches for Heritage Learners of Spanish —Clara Burgo 12. Going Online: Research-based Course Design — Elizabeth Harsm

Introductory programming: a systematic literature review

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research

Speech-Language Pathology and Audiology in South Africa: Clinical Training and Service in the Era of COVID-19

Introduction and purpose: The novel coronavirus (COVID-19) presented new and unanticipated challenges to the provision of clinical services, from student training to the care of patients with speech-language and hearing (SLH) disorders. Prompt changes in information and communication technologies (ICT), were required to ensure that clinical training continued to meet the Health Professions Council of South Africa’s regulations and patients received effective clinical care. The purpose of this study was to investigate online clinical training and supervision to inform current and future training and clinical care provision in SLH professions. Methodology: A scoping review was conducted using the Arksey and O'Malley (2005) framework. The electronic bibliographic databases Science Direct, PubMed, Scopus, MEDLINE, and ProQuest were searched to identify publications about online clinical training and supervision and their impact on clinical service during COVID-19. Selection and analysis were performed by three independent reviewers using pretested forms. Results and Conclusions: The findings revealed important benefits of teletraining and telepractice with potential application to South African clinical training and service provision. Five themes emerged: (1) practice produces favorable outcomes, (2) appreciation for hybrid models of training and service delivery, (3) cost effectiveness is a “big win” (4) internationalization of remote clinical training and service provision, and (5) comparable modality outcomes. These findings may have significant implications for teletraining and telepractice in low-and-middle income countries (LMICs) in the COVID-19 era and beyond, wherein demand versus capacity challenges (e.g., in human resources) persist. Current findings highlight the need for SLH training programmes to foster a hybrid clinical training model.  Few studies were conducted in LMICs, indicating a gap in such research. &nbsp